Dr. Gwo-Jen Hwang is currently a Chair Professor at the National Taiwan University of Science and Technology. Dr Hwang serves as an editorial board member and a reviewer for more than 40 academic journals of educational technology and e-learning. He is currently the lead editor of Australasian Journal of Educational Technology (SSCI), topic editor of Sustainability (SCI, SSCI), editor-in-chief of Computers & Education: Artificial Intelligence (Elsevier), editor-in-chief of International Journal of Mobile Learning and Organisation (Scopus, Q1), editor-in-chief of Journal of Computers in Education (Scopus, ESCI), associate editor of PLOS ONE (SCI), and associate editor of IEEE Transactions on Education (SCI). He has also been the principal investigator of more than 150 research projects funded by Ministry of Science and Technology as well as Ministry of Education in Taiwan. His research interests include mobile and ubiquitous learning, flipped learning, digital game-based learning, and artificial intelligence in education.
Dr. Hwang has published more than 700 academic papers, including more than 350 journal papers and 350 conference papers. Among those publications, more than 250 papers are published in SSCI journals. Owing to the reputation in academic research and innovative inventions in e-learning, he received the annual most Outstanding Researcher Award from the National Science Council of Taiwan in the years of 2007, 2010 and 2013.

Moreover, in 2016, he was announced by Times Higher Education as being the most prolific and cited researcher in the world in the field of social sciences:

https://www.timeshighereducation.com/news/ten-most-prolific-and-most-cited-researchers.

Topic: Key to the Success of E-learning Studies- Strategies of Finding Innovative Research Topics

Prof. Hironori Washizaki, Waseda University

IEEE Computer Society Vice President, Professional and Educational Activities

Prof. Dr. Hironori Washizaki is a Professor and the Associate Dean of the Research Promotion Division at Waseda University in Tokyo and a Visiting Professor at the National Institute of Informatics. He also works in the industry as Outside Directors of SYSTEM INFORMATION and eXmotion. Hironori’s research interests include systems and software engineering. He received his Ph.D. in information and computer science from Waseda University in 2003. Since 2017, he has been the lead on a large-scale grant at MEXT called enPiT-Pro SmartSE, which encompasses professional training and education in IoT, AI, software engineering, and business. He is also leading projects on STEM education with a particular focus on introductory programming environments. He currently serves as IEEE Computer Society Vice President for Professional and Educational Activities. He also serves as Associate Editor of IEEE Transactions on Emerging Topics in Computing, Editorial Board Member of MDPI Education Sciences, Steering Committee Member of the IEEE Conference on Software Engineering Education and Training, Advisory Committee Member of the IEEE CS flagship conference COMPSAC, and Convener of ISO/IEC/JTC1 SC7/WG20.

For a complete publication list, see: http://www.washi.cs.waseda.ac.jp/publications/

Prof. Maiga Chang, Athabasca University

Chair of IEEE Technical Committee of Learning Technology (TCLT))

Dr. Maiga Chang is a Full Professor in the School of Computing and Information Systems at Athabasca University, Canada. His research mainly focuses on game-based learning, training and assessment; learning behaviour analysis; learning analytics and academic analytics; intelligent agent technology; health informatics; data mining; computational intelligence; natural language processing; artificial intelligence; museum education; mobile and ubiquitous learning; healthcare technology, etc.
Dr. Chang is now Chair (2018~2023) of IEEE Technical Committee of Learning Technology (TCLT), Executive Committee member of IEEE Computer Society Special Technical Communities, Executive Committee member of Asia-Pacific Society for Computers in Education (2017~2024, APSCE) and Global Chinese Society for Computing in Education (2016~2021, GCSCE), Secretary and Treasurer (2019~) of International Association of Smart Learning Environments (IASLE), and Chair (2021) of Educational Activities Committee, IEEE Northern Canada Section. Dr. Chang is also a Steering Committee member (2020~) for International Conference on Intelligent Tutoring Systems (ITS).
Dr. Chang is editors-in-chief (2019~) of Journal of Educational Technology & Society (SSCI), editor-in-chief (2014~) of International Journal of Distance Education Technologies (ESCI, SCOPUS, EI), and editor-in-chief (2020~) of Bulletin of Technical Committee on Learning Technology (ESCI).
Dr. Chang serves for being program chair (2015, 2018 to 2020) of International Conference on Smart Learning Environments, program advising chair (2020~2021) and program committee chair (2019) International Conference on Intelligent Tutoring Systems, general program chair (2017~2021) of IEEE International Conference on Advanced Learning Technologies, executive chair (2020) of inaugural English Paper Track (EPT) of 24th Global Chinese Conference on Computers in Education, consultant (2020), IPC Coordination chair (2019) and co-chair (2018) of International Conference on Computers in Education.
Dr. Chang has given more than 110 talks and lectures in different events. He has also (co-)authored more than 227 edited books, book chapters, journal and conference papers. He is an IEEE member for twenty-five years since 1996.

Abstract: The main goal of every language class is to provide students with useful resources to improve their communicating ability in the target language, which is directly related to technology and digital tools in the last decades. In this sense, English language learners have bunches of options to practice reading, writing and listening using both free or paid online resources. However, they do not have the same opportunities to use and improve their speaking skill, since the correspondent tools or resources are either very complicated (in terms of its associated technologies) or very rare/expensive (in terms of hiring a human tutor to talk to themselves in particular language). Besides that, speaking tasks in a regular English as a Foreign Language (EFL) class usually are not as effective as desired by teachers since introverted students do not have time/motivation to practice with people who can judge their capability. The research team's goal is to provide an online platform where teachers can create Speaking-based Conversation Quests (SBCQs) for different topics and assign to their students according to learners’ English speaking levels. Using this online tool, students would be able to practice their speaking skills with an NPC (Non-Player Character) as many times as they want, in order to verify if their speech in English is understandable and to know which abilities should be developed. It is worth to mention that the online platform supports many different languages other than English.

Prof.Lili Yang, Southern University of Science and Technology

Prof. Dr. Lili Yang, a professor in Mathematics Department at Southern University of Science and Technology. She was working at Loughborough University in the UK. She has been a tenure assistant professor, associate professor and then professor in the School of Business and Economics at Loughborough University, and a senate member of the Loughborough University. She has also served as Associate Director of the Service Management Research Center and the head of the Emergency Management Research Group. She was selected as a Fellow of the British Computer Society in 2008 (BCS Fellow). Recently she joined the Southern University of Science and Technology. Professor Yang has long been engaged in the research of theories and methods of public safety emergency management to preside over and complete more than 20 important projects funded by the European Commission (European Commission FP7), the UK National Engineering and Natural Sciences Fund (EPSRC), or the British Ministry of Defence (MoD), etc. Her many scientific research results have been successfully applied into real life practices. She has published three books and more than 100 papers. She has been acting as an EPSRC Associate Peer Review Colleague for a long time and playing the role as an expert reviewer for different scientific funding bodies in the UK, China, Portugal and Luxembourg etc. At present in Southern University of Science and Technology, she is leading a project of the National Natural Science Foundation of China, and a sub-project leader for the project of National Key Research and Development Program of the Ministry of Science and Technology.

Prof. Kuan-Chou Chen, Purdue University Northwest

Kuan-Chou Chen is the Associate Dean for Graduate Program and Research, Thomas M. McDermott Sr. Endowed Chair, Professor in Economic Development, Professor of Management Information Systems. He was the Department Head of Information Systems, Finance, and Business Analytics (2005-2016), as well as Interim Department Head of Department of Graduate Studies in Education (2013-2014) at Purdue University Northwest. He received his Ph.D. from Michigan State University and his MBA from National Cheng-Kung University in Taiwan. He specialized in computer programming, system simulation, project management, decision support systems, data mining, system analysis and design, e-business strategy and application, supply chain management, network design and security, knowledge management, and information economy. Professor Chen has more than 90 scholarly publications, most in peer-reviewed journals. He is an active participant in several professional journals and serves on three paper reviewer boards. Currently he is an Editor-in-Chief of International Journal of e-Education, e-Business, e-Management and e-Learning. His productivity and scholarship have been recognized by his colleagues, being nominated three years in a row for an “Outstanding Scholar Award.” He also the recipient of Teacher of the Year Award (Purdue University Northwest, 2005).

Topic: Designing and Implementing Online Experiential Learning Through Case Writing Approach

Abstract: The COVID-19 has changed educational system dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms. Even before COVID-19, there was already high growth and adoption in e-Learning platform, with global educational technology investments reaching US$18.66 billion in 2019 and the overall market for online education projected to reach $350 Billion by 2025. Whether it is language apps, virtual tutoring, video conferencing tools, or online learning software, there has been a significant surge in usage since COVID-19. Another aspect, experiential Learning is highly suited to the acquisition of practical skills, where trial and error and the opportunity to practice practical techniques related to real tasks is essential. However, it is very challenge to have students to participate real-world project onsite in an online learning environment especially during the pandemic time.
Traditionally analyzing case studies is a common teaching technique in many managements and social science related subjects and writing case studies is a logical extension of such an approach. The benefits of case writing include the ability of students to better understand the true complexity of many policy scenarios, to appreciate the interrelationships that exist between different concepts and to deepen their learning on the basis that case writing builds upon higher order learning principles. This practice was designed on the key principles of experiential learning: learning by doing, reflecting, and applying what was learned. Students were actively engaged in the experience of writing case studies for the real audience – learning by doing., and it involves student engagement with real customers and real stakeholders in the creation of real case with real outcomes.

Prof. Jiyou Jia, Peking University

Dr. Jiyou Jia is a full professor and the Head of the Department of Educational Technology, Graduate School of Education, Peking University, China and is also the founding director of International Research Center for Education and Information at Peking University. He was invited to work as a guest professor in 2015 by School of Education, Technical University of Munich, Germany, and Distinguished Professor at Institute for Research in Open and Innovative Education, the Open University of Hong Kong from August 2017 to December 2018.
Dr. Jia received B. S. and Master of Education from Peking University, and Ph.D. in artificial intelligence from Augsburg University, Germany. His research interests include educational technology and artificial intelligence in education, especially in TELL (Technology Enhanced Language Learning), math education with ICT, and decision making support system. He has been responsible for a dozen of national projects and international cooperation projects. His research has won a number of national and international prizes including the First Class Award of the Fifth National Award for Outstanding Achievements in Educational Research, from Ministry of Education, China, 2016, and IAAI (Innovative Application of Artificial Intelligence) Deployed Application Award by AAAI (Association of Advancement of Artificial Intelligence), USA, 2008.
Jia has published more than 100 articles in internationally or nationally peer-reviewed journals and conferences including Computers and Education, Knowledge-Based Systems, etc. He has edited one book and authored another one, both written in English and published by IGI Global, USA. He is also the author of one Chinese book and one book in German. He serves as a reviewer for several international journals indexed in SCI/SSCI, a co-chair or PC member of more than 20 international conferences including ICCE, ICALT and GCCCE, and an advisory expert for some scientific and governmental organizations.

Abstract: Individualized and adaptive learning is the ideal educational paradigm which has been pursued in the long history, but very difficult to be implemented in traditional school settings. In this speech I will present a web-based mathematics intelligent assessment and tutoring system, MIATS 1.0, which can assess the learner’s math content mastery status by a CAT (Computerized Adaptive Test) mechanism based on IRT (Item Response Theory), and help the learner solve difficult math questions individually and adaptively based on OLAI (Online Learning Activity Index). The adaptive assessment and tutoring are guided and leveraged by the large-scale datamining result of more than 700 Million online learning records from more than 100,000 users.

Prof. Laura Esthela Sujo-Montes, Northern Arizona University

Dr. Laura E Sujo-Montes is a professor of Educational Technology at Northern Arizona University in Flagstaff, AZ, USA. She holds an M.A. in Teaching English to Speakers of Other Languages (TESOL) and a Ph.D. in Curriculum and Instruction (C&I) with emphasis on Learning Technologies from New Mexico State University in Las Cruces, NM, USA. She has experience teaching at the middle school level and in Adult Basic Education settings, besides teaching undergraduate and graduate online courses. She currently serves in several journal editorial boards and reviews manuscripts for a number of academic publications. Her research interests include studying different aspects of online learning environments, technology and English as a Second Language (ESL), and Lifelong Learning especially in adult populations.

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.”