Edmedia Keynote & Invited Speakers

Keynote Speakers

Tuesday, June 28

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  • Professor Dr. Dirk Ifenthaler, University of Mannheim, Mannheim, Germany
  • A Holistic View on Learning Analytics: Opportunities and Challenges
  • Abstract: Learning analytics emphasize insights and responses to real-time learning processes based on educational information from digital learning environments, administrative systems, and social platforms. Currently, promising learning analytics applications are being developed which use learner generated data and other relevant information in order to personalise and continuously adapt the learning environment. Students benefit from learning analytics through optimised learning pathways, personalised interventions, and real-time scaffolds. Learning analytics provide teachers detailed analysis and monitoring on the individual student level, allowing to identify particularly instable factors, like motivation or attention losses, before they occur. Further, learning analytics facilitate decision-making on institutional level and help to analyse churn as well as to identify gaps in curricular planning. However, are institutions, academics, students and administrative staff prepared for learning analytics? Along a benefits matrix for learning analytics, this keynote presentation will explore essential institutional infrastructure, desired staff capabilities, approaches for automated semantic assessment, as well as privacy issues.

    Bio: Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany, Adjunct Professor at Deakin University, Australia and Affiliate Research Scholar at the University of Oklahoma, USA. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Dirk Ifenthaler’s research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and computer science. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA – see Dirk’s website for a full list of scholarly outcomes at www.ifenthaler.info. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.springer.com/10758).

Wednesday, June 29

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  • Laura Czerniewicz, Centre for Higher Education Development (CHED), South Africa
  • Troubling Open Education
  • Abstract: Open in education is associated with a wide range of aspects of education and scholarship including open educational practices, open educational resources, open data, open scholarship and open access. What do these have in common? In what ways are they open at all? What is the nature of the consensus of openness in education? While open education seems to be an uncontested and uncontestable “good”, it is in effect a site of contestation over both meaning and practice. This talk will trouble the concepts of openness in education and illuminate the nature of the debates.

    Bio: Associate Professor Czerniewicz is the director of the Centre for Innovation in Learning and Teaching at the University of Cape Town (UCT), South Africa. Prior to that position, she ran the OpenUCT Initiative spearheading the university's open scholarship agenda including the development of the Open Access policy and the repository as well as the integration of open education. Her research interests include the technologically-mediated practices of students and academics, the nature of the changing higher education environment and the geopolitics of knowledge, underpinned by a commitment to surfacing the expressions of inequality within and across contexts. Laura is involved with policy work in various contexts, and is a regularly invited keynote and panellist presenter in South Africa and internationally as well as serving on the advisory boards of a variety of international educational and technology publications. She blogs intermittently at http://lauraczerniewicz.uct.ac.za and can be followed as @czernie on Twitter.

Thursday, June 30

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  • Saul Carliner, Concordia University, Montreal, Québec
  • Revolution or Evolution? Lessons from Nearly a Half Century of Computers and Learning
  • Abstract: According to the CBC, “we have seen a seismic shift in the way we value the traditional way to teach… [It ] began with the advent of computers, smart phones and tablets; then veered to learning from professors on screens, the proliferation of virtual classrooms and the launch of MOOCs (Massive Open Online Courses.)”

    Or has it?

    This keynote tracks a half century of experience with computers in education. Many of the approaches promised to cause seismic shifts in learning (or at least, some sort of shift). Some did; others disappointed.

    As part of its review, this keynote helps participants anticipate which technologies are likely to have a major impact on learning and which --despite seeming promise--are likely to disappoint; as well as adopt realistic expectations about technology while retaining an enthusiasm for it.



  • Discussion Session — How the Practice of Instructional Design Differs in Training, Higher Education, K-12, and Lifelong Learning Settings
  • Description: Most discussions of instructional design assume that professionals practice it in the same way, regardless of the context. But each environment in which instructional designers work—training, higher education, K-12 settings, and lifelong learning settings--actually has unique approaches to the ownership of courses and content, the roles of subject matter experts and instructors, approval and revision processes, the role of technology in instruction, and the financing of projects (among other issues). Given the importance of these issues in the design of instruction, how might they affect the practice of instructional design in different environments? This discussion session explores these issues. Following a brief overview, participants explore the issues of roles, ownership, internal political processes, technology, and financing, their effect on instructional design practice in different educational contexts, and what these differences mean for our broad understanding of instructional design.
  • Bio: Saul Carliner is an associate professor of educational technology at Concordia University in Montreal, as well as the Provost’s Fellow for Digital Learning. His research focuses on the design of materials for learning and communication in the workplace and higher education, the management of groups that produce these materials, validation of the competence of professionals who prepare them, and the transfer of research to practice. Also an industry consultant, his clients include Alltel Wireless, Boston Scientific, Bronx Zoo, Lowes, PwC, ST Microelectronics, Turkish Management Centre, and several US and Canadian government agencies. Among his 200 publications are the best-selling Training Design Basics and award-winning Informal Learning Basics and (with Patti Shank) e-Learning Handbook. He has received the Kenneth Rainey Award for Excellence in Technical Communication Research, Concordia University Alumni Teaching Award, and the Jay Gould Award for Excellence in Teaching Technical Communication. He is a Fellow of the Institute for Performance and Learning, past Research Fellow of the Association for Talent Development, and a Fellow and past international president of the Society for Technical Communication.

Invited Speakers

Wednesday, June 29 • 1:45 PM

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  • Mikhail Fominykh, Molde University College, Norway
  • Wearable Experience for Knowledge Intensive Training
  • Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.

    Bio: Mikhail Fominykh is a researcher and a project manager in the field of Technology-Enhanced Learning. Mikhail is leading a research lab "ICT in Education and Training" at Europlan-UK ltd (United Kingdom), holds an Associate Professor position at Molde University College (Norway), and an Adjunct professor at the Volga State University of Technology (Russia). Dr. Fominykh obtained his PhD at the Department of Computer and Information Science at the Norwegian University of Science and Technology, (NTNU-Trondheim) and later did a postdoc at the Program for Learning with ICT at the same university. Dr. Fominykh has gained solid experience in the area of technology-enhanced learning through participation in several national and international R&D projects (including funded by European Union). He also has co-designed and supported technologically several courses and training programs. He has published over 45 articles and book chapters and presented his research findings at more than 50 academic conferences. In 2015, Dr. Fominykh initiated and coordinated a successful 2.7 million euro grant proposal in the area of training with Augmented Reality (European Union Horizon 2020 grant No 687669, WEKIT project http://wekit.eu/). More information about Dr. Fominykh can be found at http://mikhailfominykh.com.

Date TBA

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  • Maria Melizza Tan, Jian Xi Teng, & Jonghwi Park, UNESCO, Thailand
  • Building Digital Citizenship in Asia Pacific: A Review of Policy Readiness
  • Abstract: This paper presents key findings of UNESCO's Policy Review that took stock of the education sector's readiness in fostering digital citizenship among children aged 0-18 years old. Participated by 22 Asia Pacific countries, the review addresses core indicators including availability of national curriculum for digital citizenship, policies that guide schools in mediating children's appropriate use of ICT and capacitating teachers, schools' online security measures, and adequate school infrastructure. Findings indicate that 1) more than half of the surveyed countries have not introduced the concept of safe, effective, and responsible use of ICT to their national curriculum, 2) national standards for teacher qualification have yet to integrate the concept, 3) only a few schools are equipped with a secured network, and 4) more attention should be given to younger children (0-8). Policy recommendations to address observed gaps between policies and practices are likewise pro posed.

 

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