Invited Speakers 邀请报告人

 

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.

 

Topic: Embedding Sustainability in Higher Education: Are We Moving in the Right Direction?

 

Abstract: Sustainable development has become far-reaching due to the major breakthrough in efforts towards the 2030 Agenda for Sustainable Development adopted by the UN General Assembly in 2015. The sustainable development goals (SDGs) describe major development challenges faced by humans universally and are considered “challenges for humanity” giving it a sense of urgency in both international and national agendas. Higher education sector has a significant role to play in helping to achieve the SDGs, and also has the capacity to play a leading role.
Embedding sustainability in learning and teaching is one of the approaches higher education institutions have taken to equip students with the knowledge and skills necessary to support the transition to a sustainable future. Future generations of students will be much more concerned about sustainability, and as a result embedding sustainability into higher education curriculum can be widely seen as a popular approach. This paper reviews current status of embedding sustainability in higher education, including barriers and emerging good practices, as well as future direction.

 

 

Assoc. Prof. HEW Khe Foon, Timothy

The University of Hong Kong, China

 

Dr. Khe Foon HEW is an Associate Professor at the Faculty of Education, the University of Hong Kong (HKU). Trained as a Systems Engineer with a bachelor degree in Computer Technology, Dr. Hew had worked for 4 years in Sony before moving on to the educational field. He has a master degree in Instructional Design and Technology, and a PhD in Instructional Systems Technology from Singapore and USA respectively. His primary research interests are in how technology can be used to support learning and engagement in both formal and informal contexts. Dr. Hew is listed as a World Top 1% scholar in his field by Essential Science Indicators based on Web of Science indexed journal article citations, Thomson Reuters for 6 consecutive years (2015, 2016, 2017, 2018, 2019, 2020 http://hub.hku.hk/local/top1pc/top1pc.jsp). He has won a total of 11 research projects as a Principal/Co-Principal Investigator amounting over HK$5 million. Dr. Hew has won more than 40 types of international recognitions and awards. These include various best/excellent paper awards, and highly-cited or most-cited article recognitions. He won a Scholarship of Teaching and Learning Award in 2017, and the Faculty Outstanding Research Student Supervisor Award in 2020 from the Faculty of Education, HKU.

 

 

Prof. SANG Guoyuan

Beijing Normal University

 

Dr. Guoyuan Sang is a full professor in the Institute of Teacher Education Research, Faculty of Education at Beijing Normal University (Center for Teacher Education Research of Beijing Normal University, Key Research Institutes of Humanities and Social Sciences in Universities of Ministry of Education). He is the Vice Dean of Institute of Rural Education and Rural Society Development, BNU. He has been listed in the Most Cited Chinese Researchers ranking during 2014-2020. His research interests are mainly in the area of teacher education, information and communication technologies (ICT) in education, curriculum and instruction theory, educational anthropology, and multi-cultural theory. Dr. Sang has published research papers on teacher beliefs, teacher cognitions, and ICT integration in SSCI journals such as Computers and Education, Journal of Computer Assisted Learning, Asia Pacific Education Review, and Asia-pacific Journal of Teacher Education.

 

Topic: Improving Educational Quality with Artificial Intelligence: A Case Study of Teachers’ Experience with AI Teaching Assistant

 

Abstract:  Artificial intelligence (AI) has impacted people's life in various fields including education. The application technology of AI such as image recognition, sound recognition and human-computer interaction has begun to play an important role in the field of education. For the digital classroom teaching, AI teaching assistant (TA) can play a more transformative role. However, in the environment equipped with AI TA, are teachers willing to actively work with AI TA to serve students' learning and development? Therefore, based on field work, this study took the Q primary school of plateau ethnic area as the research site, and adopted semi-structured interview and participatory observation for data collection, aiming to explore the willingness and behavior of teachers to participate in teaching with AI TA. The results show that, the teachers generally take a positive attitude towards AI TA. It might improve the quality of classroom teaching and make up for the shortage of teachers in national language ability and English subject knowledge etc. However, due to the insufficient support conditions, lack of professional leading demonstration and low self-efficacy of teachers, some teachers are not willing to work with AI TA. Supportive professional development needs to be designed to help teachers.
 

 

 

Assoc. Prof. David Geelan

Griffith University,  Australia

 

David has taught high school science and maths in Victoria, NSW and WA, and worked as a science educator in Papua New Guinea and Canada as well as Australia. His books 'Weaving Narrative Nets' and 'Undead Theories' explore ideas around qualitative approaches to educational research, and he won an Australian Publishing Award for the 'Science Ways' series of textbooks for Queensland schools. David has been helping beginning teachers learn about teaching science since 2000. He has conducted research on teachers' explanations in physics classrooms, videoconference teaching and learning and his own teaching practice, and his current work is on the use of interactive simulations ('virtual labs') in chemistry and physics education.

 

Topic: Variety in Online Video Pedagogy

 

Abstract: Online video is an increasingly common and important mode of delivering information and content knowledge to students, not only in distance education contexts but in a wide range of contexts in education and training. Common delivery modes are 'voice over slideshow' and 'lecturer to camera', but each mode has its affordances and disadvantages, and there is a much wider range of possible modes of video than is typically used. This presentation includes both literature-based consideration of the features and affordances of different modes of video presentation and a number of short simple examples of the use of video in teaching. participants will be encouraged to reflect on whether and how they use video, and on whether expanding the range of modes and their skills in creating and editing educational video could enhance their teaching effectiveness.

 

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.

 

 

Assoc. Prof. Cai Su

Beijing Normal University

 

Dr. Cai Su is an Associate Professor at Faculty of Education in Beijing Normal University, China, Director of VR/AR+Education Lab, Visiting Scholar of Columbia University, Member of 3D Education and Equipment Professional Committee of China Simulation Federation, one of Young Talents in Beijing Colleges and Universities, 2020 Highly Cited Chinese Researcher (Education). He obtains his Bachelor and PhD degrees on computer science from Beihang University and had worked at the State Key Laboratory of Virtual Reality Technology and System for seven years. His research interests include Virtual Reality/Augmented Reality (VR/AR) in Education, STEM Education.

 

Topic: AR Supported K-12 Education in China

 

Abstract: New technologies such as Artificial Intelligence (AI) and Virtual Reality (VR) are increasingly applied to education. Augmented Reality (AR) is an extension of VR technology. It sets up virtual information in the real environment, allowing learners to interact with learning content in a virtual-real combined environment using a computer or mobile device. This speech introduces the status quo of the AR supported K-12 education, and shares Chinese practices from VR/AR+Education Lab in Beijing Normal University.

 

 

Assoc. Prof. Wei Gao

Beijing University of Technology

 

Dr. Wei Gao is an associate professor in the Institute of Higher Education at the Beijing University of Technology, and the founder and CEO of Ease Education International, a platform for educational thinkers and doers. He obtained his doctorate in Teaching and Curriculum from the School of Education, Syracuse University, with a M.Eng. from the Industrial and Systems Engineering Department, National University of Singapore, and a B.S. from the Automation Department, Tsinghua University. He has been an elementary teacher in Inner Mongolia and a specialist with the UNV-Cisco program to promote ICT literacy among under-represented populations in Sichuan. Before taking the current position, he served as a Special Education and Rehabilitation Director with the Half the Sky Foundation, C.A., and trained special educators in orphanages across China. Beyond the issues of learning efficiency and effectiveness, he is more concerned with the roles of technologies and schooling that play in affecting students’ physical and mental health. His recent book on China’s mathematics curriculum reform, No School Left Behind, is published by the Routledge. His research is published in journals like British Journal of Education Studies and International Journal of Special Education.

 

Topic: Technology, Lifelong Learning, and Lessons Learned: The Aftermath of COVID-19 Pandemic

 

Abstract: The recent COVID-19 pandemic forced schools to move to emergency remote teaching (ERT) and the reliance on online learning. However, ERT does not necessarily mean online learning. Online learning employs well-planned learning experiences that take time to design and develop. ERT, on the other hand, is a temporary move to a different mode of instruction due to a sudden crisis. While the 2020 and 2021 years may be considered a loss in terms of student learning, faculty at all levels engaged with technology in ways that many of them could not imagine before, from the use of Learning Management Systems (LMS) to Artificial Intelligence and Virtual Reality, to name a few. But, what are the lessons learned in the aftermath of COVID-19? What changes are here to stay? What will it be discarded from the faculty’s teaching repertoire? What forms of learning did faculty use to succeed in ERT? This presentation will review educational research before and after COVID-19 and will present several approaches to teaching and learning after the pandemic.

 

Prof. Socorro Echevarria Aguja

De La Salle-Araneta University

 

Dr. Socorro Echevarria Aguja is currently the Vice Dean of the Graduate School at De La Salle-Araneta University, Malabon City, Philippines. To date, her research activities are multidisciplinary as it covers the areas of science education, action research, environmental studies and human capital development. Her wide range of involvement in both technical and management development conferences and events is coupled with her international research publications and conduct of trainings on action research, innovations on science education, technology and media, environment and health. She is currently involved in a collaborative research project with Erasmus+ on Action Research To Innovate Science Teaching (ARTiST). In recognition of her outstanding research works, Dr. Aguja was awarded the “2016 Lifetime National Achievement Award” by the National Research Council of the Philippines.

 

Topic: Technology, Lifelong Learning, and Lessons Learned: The Aftermath of COVID-19 Pandemic

 

Abstract: The recent COVID-19 pandemic forced schools to move to emergency remote teaching (ERT) and the reliance on online learning. However, ERT does not necessarily mean online learning. Online learning employs well-planned learning experiences that take time to design and develop. ERT, on the other hand, is a temporary move to a different mode of instruction due to a sudden crisis. While the 2020 and 2021 years may be considered a loss in terms of student learning, faculty at all levels engaged with technology in ways that many of them could not imagine before, from the use of Learning Management Systems (LMS) to Artificial Intelligence and Virtual Reality, to name a few. But, what are the lessons learned in the aftermath of COVID-19? What changes are here to stay? What will it be discarded from the faculty’s teaching repertoire? What forms of learning did faculty use to succeed in ERT? This presentation will review educational research before and after COVID-19 and will present several approaches to teaching and learning after the pandemic.

 

Prof. Maricar S. Prudente

De La Salle University

 

Dr. Maricar S. Prudente is presently a Full Professor 10 of the Science Education Department of De La Salle University-Manila. Professor Prudente completed her Ph.D. in Environmental Chemistry and Ecotoxicology at Ehime University as a Japan Society for the Promotion of Science (JSPS) Ronpaku Fellow. As an educator, Dr. Prudente has served as administrator in various capacities at De La Salle University and as resource person and coordinator in various training programs dealing with research, environmental issues, science education, technology integration, and educational action research. In the field of science education, Dr. Prudente’s research work is focused on action research and the integration of technology and development of 21st century skills in the teaching of science. Dr. Prudente is currently involved in an international collaborative project with Erasmus+ Foundation on Action Research To Innovate Science Teaching (ARTiST). Prof. Prudente is a recipient of the 2015 Lifetime National Achievement Award given by the National Research Council of the Philippines (NRCP). Recently, Prof. Prudente was recognized as the 2018 Outstanding Filipino JSPS Fellow in the field of Education by Department of Science and Technology of the Philippine government.

 

Topic: Challenges and Opportunities of Doing Research in the New Normal

 

Abstract:The covid-19 pandemic has impacted the way teachers carry out their duties as researchers and mentors. This talk will briefly discuss the challenges and opportunities of doing educational research in the new normal. Tactics for facilitating student research will be discussed. Strategies that teachers may employ to instill optimism among the students in order to move forward the students’ research projects as well as their own will be explicated. The need for students and teachers to work together in identifying the best options for facilitating robust student research experiences during the COVID-19 pandemic will be emphasized.

 

 

 

Assoc. Prof. Neni Hermita

Universitas Riau

 

Assoc. Prof. Neni Hermita, From Indonesia, was born on February 27, 1984. She holds a bachelor's degree in education from the Physics Education study, Universitas Riau (2006), a master's degree in education from the UPI Bandung Elementary Education (2008), and a doctorate degree from the Elementary Education from UPI Bandung (2017). Since 2009- present as a lecturer at the Department of Elementary Education and Magister of Science Education in Riau University. Her research fields are elementary education and science education. Research and publications can be seen at the following link. More information, please see: https://scholar.google.com/citations?user=GYkI3hIAAAAJ&hl=en

 

Topic: Developing Digital Interactive on Heat Transfer Concept for Elementary Students

 

Abstract: The learning trend in the 21st century is based on digital learning. This study aims to develop learning media in the form of a digital interactive on heat transfer concept for elementary students which is expected to overcome learning during the Covid-19 pandemic. The method of study used the ADDIE Model. The involves media experts and material experts as validators of the media being developed. The data collected in the form of a validity questionnaire and open questions. Data analysis by calculating the average percentage score which can be seen from the aspect of appearance, material aspects, and teacher responses and student responses. The results obtained from the media validity test show that the digital interactive on heat transfer concept is in the valid category with a percentage score of 79,71%. The development of the digital interactive on heat transfer concept is said to be valid because it has met the assessment criteria seen from the appearance, material, and language. While the results obtained from the limited trial showed positive comments from students and the evaluation stage through student and teacher responses showed that the interactive media of conductor and insulator material was very practical with a percentage score of 91.37%. This shows that the digital interactive on heat transfer concept is suitable for use by teachers and students in learning. This research is expected to assist educators in using science learning media in elementary schools, especially the concept of heat transfer, and can be a reference for other researchers in developing interactive digital media in elementary schools.