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Prof. Hiroki Oura
Tokyo Institute of Technology, Japan
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. |
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Prof. Joy Kutaka-Kennedy
Sanford College of Education, National University, USA
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. |
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Dr. Piet Kommers, Professor of UNESCO Learning Technologies
University of Twente, The Netherlands
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. http://iv4j.eu/
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. |
