EdMedia Keynote & Invited Speakers
Monday, June 25
Maria Beatrice Ligorio, University of Bari Aldo, Italy
A Model for Blended Course: Psychological Aspects
Abstract: The crises in the job market recorded in the last decade has psychological implications in particular for young people attempting to enter the professional world with higher education. It is expected from them to have high competences and great flexibility. To accomplish such expectations, educational agencies, and universities in particular, are required to re-define their educational proposals and methods. Blended courses seem to be able to offer the possibility for students to appropriate not only content but also ways to learn and work together, producing changes at the psychological level, in terms of modification of individual and collective positions.
In this presentation, a blended educational model developed at the University of Bari (Italy) will be presented, reporting data and results. The model it is inspired to well-established theoretical roots – such as socio-constructivism, knowledge building, dialogism – and innovative approaches such as the “trialogical” theory. Furthermore, various pedagogical methods (such as Jigsaws, peer-tutoring, role-taking, progressive inquiry) are combined and adapted to blended contexts.
Biography: Maria Beatrice Ligorio is Full Professor at the University of Bari (IT), Department of Educational Sciences, Psychology and Communication where she teaches Educational Psychology and E-learning. Her research interests concern new educational technology, digital identity, learning in virtual environments, Educational web- forums, communities, intersubjectivity, dialogical approach, cultural psychology, innovative learning methods, blended learning and e-learning.
She is the main editor of the international journal called Qwerty (http://www.ckbg.org/qwerty). She also edits two Book Series about education and technology. She published about 80 papers mainly in international journals and she contributed at many international books. In 2013, together with M. César, she edited a book titled “Interplays between Dialogical Learning and Dialogical Self. (Book Series – Advances in Cultural Psychology) Charlotte, NC.: IAP – Information Age Publishing
Tuesday, June 26
Maurice de Hond, Founder of Steve JobsSchools, The Netherlands
The Challenge of Personalized Learning in Schools
Abstract: Thanks mostly to the digital revolution, education wrestles with the question of how to prepare children for our ever faster changing world.
Three trends are at the core of the challenges for schools all over the world:
- Our relationship with information and knowledge has drastically changed more than ever before and in a short time span.
- Children are growing up in a completely different world from 50 years ago.
- The existing school model is industrial and based on the age of children and not their learning level.
Schools must cope with these trends because otherwise in the long term they will become irrelevant for their students. Technology will play a more important role in schools, but it is not enough to only bring technology into the schools. An outdated organization with new technology will be only an expensive outdated organization. After introducing technology in schools, the level of the students will change and differentiate more because of the effect of the learning activities with adaptive interactive programs/apps.
This offers huge challenges for schools:
- How can you best track or follow the development of students?
- Which instructions/lessons should you provide for the different learning levels?
By changing the model, where you don’t organize the children primarily by age, and by using the right infrastructural tools, personalized learning in schools can be made possible. This is done via personalized development plans and personalized time plans for each student. In this way, the investment in schools with respect to technology can be optimized.
Biography: Maurice de Hond (1947) studied Human Geography at the University of Amsterdam. After his study (1971) he became lecturer at the University of Amsterdam. During his study he learned how to program a computer.
In 1976 he started with a special model for measuring political preferences with the VARA broadcasting company. Since that time he is the foremost opinion poller in the Netherlands, gives forecasts at elections and is a wellknown person in the Netherlands with a lot of media appearances.
In 1980 he became director and of Inter/View. He was responsible for automation and the introduction of CATI in Europe. When the company went public (in 1986) De Hond became in 1986 chairman of the board of directors. He stayed in this position until 1999. In 1982 he got the Dutch award of marketing researcher of the year.
In the second half of the eighties De Hond did several jobs for Vendex International. He started Micro Computerclub Nederland (MCN), a big project to introduce the homecomputer (Commodore 64 and ZX Spetrum) with educational software in the Netherlands. He became director of Graydon, a Dutch competitor of Dun and Bradstreet, and was also CEO of Vendex Headstart inc of Great Neck, NY, a producer of PC’s for the consumer market, in 1989 sold to Philips..
Between 1991 and 1995 he was active with ITT Gouden Gids as Director Marketing, Business Information & Development. From 1995 until 1998 he was CIO of a Dutch Publisher Wegener and responsible for the internet-strategy.
In 1998 he was founder of Newconomy and became CEO. This was an investing company in internet-companies. This company, who participated in more than 20 Dutch internet companies, went successfully public in the beginning of 2000.
He wrote a book in 1995 “Dankzij de snelheid van het licht” (Thanks to the speed of light) about the future of internet. He forecasted many of the things which happened since 1995 with and because of internet. He became an internet-guru in the Netherlands and is asked often for giving speeches and advice about future developments by companies and government.
Since 2002 is De Hond active with his internet-panel Peil.nl (www.peil.nl) about current affairs. It is a virtual company without a physical office and without employees. Everything is done via internet. He is publishing his results on a weekly base and is many times quoted in the Dutch Media.
In 2009 he got a daughter (Daphne). Inspired by her usage of educational apps on the iPhone/iPad he started in 2012 the foundation a O4NT (Onderwijs 4 een Nieuwe Tijd). A completely new concept of school was developed and named: the Steve JobsSchool. The first elementary schools who worked with this approach started with a worldwide media coverage in august 2013. Currently more than 30 schools in the Netherlands work with this concept with remarkable results (www.stevejobsschool.world). In the coming 12 months several schools in other countries will start with this concept too. Tech Insider has chosen this school as 1 of the 13 most innovative schools of the world.
Many visitors from all over the world are visiting the schools in the Netherlands and De Hond is asked by many congresses all over the world to give keynote speeches and workshops about his school and his vision.
Wednesday, June 27
Pierre Dillenbourg, EPFL Swiss Federal Institute of Technology, Switzerland
Abstract: Imagine you are a teacher and you found a nice simulation for your physics class tomorrow: how will you exploit it ? Will you start of a short introductory lecture, even if it may spoil the discovery process ? Will students use it individually or in pairs? Will you ask them to write hypotheses on the blackboard before running experiments? Will ask different teams to compare their results ? Will you end up with a lecture ? The learning outcomes for your learners partly depends upon the quality if the simulation, but to a larger extent, they depend on the quality of the whole scenario. A teacher is like a conductor who has to articulate individual, team and class-wide activities, some of them with digital tools and other without. He has to support the discovery process of learners with the simulation but also to manage time, discipline, motivation and many other constraints of classroom life. Does the simulation facilitate this orchestration ? If it expects that all learners complete activity 1 in order to run activity 2, can the teacher still move to the second despite missing data due to time constraints? If it takes 5 minutes to user to connect and log in, it means the teacher is loosing 10% lesson time. Designing technologies that are usable by individuals is a necessary but not a sufficient condition, they also have to be usable at the classroom level.
Biography: A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for education. He has been assistant professor at the University of Geneva. He joined EPFL in 2002. He is currently full professor in learning technologies in the School of Computer & Communication Sciences, where he is the head of the CHILI Lab: “Computer-Human Interaction for Learning & Instruction ». He is also the academic director of Center for Digital Education, which implements the MOOC strategy of EPFL. EPFL recently passed over 1.5 million MOOC registrations. He wrote a book entitled “Orchestration Graphs” that proposes a formal language for instructional design (EPFL Press). With EPFL colleagues, he recently launched the Swiss EdTech Collider, an incubator with 30+ start-ups in learning technologies.
Thursday, June 28
Tinne De Laet, University of Lueven, Belgium
Scalable, Actionable, and Ethical Learning Dashboard: A Reality Check
Abstract: The keynote will provide a “reality check” on the development and implementation of learning dashboards in higher education. This reality check is based on the experiences obtained in two European Erasmus+ projects: ABLE (Achieving Benefits from Learning Analytics) and STELA (Successful transition from secondary to higher education using Learning Analytics). Both projects aim at ethical, scalable and actionable learning analytics for supporting the transition from secondary to higher education.
Biography: Tinne De Laet is Assistant Professor at the Faculty of Engineering Science and Head of the Tutorial Services of Engineering Science, KU Leuven since October 2013. She obtained a doctoral degree in Mechanical Engineering in 2010 at KU Leuven, Belgium supported by the Research Foundation Flanders (FWO). From 2010 until 2013 she was a postdoctoral researcher of the Research Foundation Flanders (FWO) at KU Leuven. Her research interests include learning analytics, and the support for first-year students with a special focus to engineering and STEM. She is the KU Leuven coordinator in two European Erasmus+ projects on the use of learning analytics to support first-year students: STELA (562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD) and ABLE (2015-1-UK01-KA203-013767).
Friday, June 29
Heli Ruokamo, University of Lapland in Rovaniemi, Finland
Pedagogical Model for Innovative Learning
Abstract: The development of pedagogical models is crucial. Teachers are not yet fully aware of how to use technology in pedagogically appropriate ways, and they need functional examples. An effective pedagogical model will make teachers aware of the different means available to them, and it will ensure that students benefit from a more meaningful learning experience. Teachers, tutors, and curriculum designers can apply pedagogical models in designing, teaching, tutoring, and evaluating learning processes. Pedagogical models can be used in various ways, such as the planning of instruction on the basis of a model or a combination of models, and depending on the situation involved. They can be combined and should, in fact, be adapted to match teachers’ own pedagogical thinking.
In this talk, a pedagogical model for innovative learning (IL) developed at the Centre for Media Pedagogy at the University of Lapland, Finland will be presented. The IL model is based on 15 years of research and development of pedagogical models focused on, for instance, mobile, playful, virtual reality, and simulation-based meaningful learning environments. The models are developed during several research projects; they are theoretically well grounded on socio-constructivist and socio-cultural perspectives on meaningful learning. The models are designed, implemented, analyzed, and redesigned through iterative cycles of design-based research. They are based on various data collection and analysis methods that develop both theory and practice. Currently, we have started to commercialize the models and develop research ideas for businesses and educational export services. The pedagogical model for IL combines lessons learned from previous models to present a model for the models, or a super-model.
Biography: Heli Ruokamo is a professor of education, specialty media education, at University of Lapland in Rovaniemi, Finland. She is a research vice dean of the Faculty of Education and a director of the Centre for Media Pedagogy. Ruokamo is docent of Media education in the faculty of behavioural sciences at University of Helsinki and docent of Network-based Learning Environments in faculty of education at University of Turku, Finland. Ruokamo has been working for 3 years as a Visiting Scholar at Stanford University’s School of Medicine, Centre for Immersive and Simulation-based Learning, and at H-STAR institute. She is a member of the Finnish Board of the Directors, Sino-Finnish Joint Learning Innovation Institute (JoLii), a head of the Sino-Finnish JoLii Teacher Training Center in Finland, and a member of the board of the Finnish Multidisciplinary Doctoral Training Network (FinEd).
Professor Ruokamo has 15 years of experience in research and development of pedagogical models for online learning and educational use of ICT’s. Her research has focused on mobile and meaningful learning, playful, game-based, VR, and simulation-based learning environments. She has directed several research projects and published more than 100 peer reviewed scientific publications in these fields.