EdMedia Keynote & Invited Speakers
Keynote & Invited Speakers
Keynote • Tuesday, July 6, 2021
“Bringing the Neuroscience of Learning to Online Teaching”
Tracey Tokuhama-Espinosa, Harvard University Extension School
Bio: Tracey Tokuhama-Espinosa is an educational researcher from Berkeley, California. She has lived and worked professionally in Tokyo, Geneva, Lima, and Boston, and is currently in New York. She works with schools, governments and NGOs in 40 different countries and has authored nine books, multiple chapters, and dozens of academic articles, her most recent works being Bringing the Neuroscience of Learning to Online Teaching: An Educator’s Handbook (2021). She has also authored articles for UNESCO, and is a former member of the Organisation for Economic Co-Operation and Development (OECD) expert panel to redefine teachers’ new pedagogical knowledge, which determined that teacher education lacks information about how the brain learns and how to leverage technology to enhance student engagement in learning
She has taught the popular course “Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education” at the Harvard University Extension School since 2014 in a 100% online, flipped format with a synchronous meeting time.
Tokuhama-Espinosa’s research areas include improved indicators to measure educational quality; learning in the digital age; the expansion of the field of Mind, Brain and Education; paradigm changes using appropriate technologies; bilingualism and multilingualism; and the general improvement of teacher practices.
Tokuhama-Espinosa has taught kindergarten through university and now focuses mainly on adult education. She believes that quality of education is improved through research, teacher education, and student support. She knows that teachers are the lynchpin in societal change, and that policy-makers need to be more aware of the learning sciences when making decisions in education. She is the founder of Connections: The Learning Sciences Platform, which provides free, evidence-based resources to teachers in English and Spanish (www.thelearningsciences.com).
Keynote • Wednesday, July 7, 2021
Belonging Online: What We Lost When We Went Digital and How to Design It Back In
David White, Head of Digital Learning at University of the Arts London
Abstract: Ask any student what they have been missing in their education during the pandemic and their answer will have a social, or ‘belonging’, dimension to it. This is because we successfully used digital platforms to ‘deliver the curriculum’ but struggled to create the sense of togetherness which occurs in physical rooms.
In this talk I will use the Digital Visitors and Residents idea to explore modes-of-presence and connection which are often missing in online education. I will argue that this ‘lack’ is more to do with our narrow conceptions of what-teaching-is than with what-the-technology-allows. I will go on to describe creative forms of teaching in digital contexts which facilitate the presence and belonging needed for understanding and confidence to flourish.
Bio: David White is the Head of Digital Education and Academic Practice at the University of the Arts London, President of the Association for Learning Technology, and a Principal Fellow of the Higher Education Academy. He is best known for the Digital Visitors and Residents paradigm which provides a framework to explore modes of online engagement. He is a keen advocate for Open Educational Practices and a well-known thinker in online education. You can find out more about him and his work at daveowhite.com or follow him as @daveowhite in Twitter.
Keynote • Thursday, July 8, 2021
How Can Education Become AI Ready?
Rose Luckin, UCL Knowledge Lab, London
Abstract: I will discuss the current stage of AI’s application in education and training across the sectors and how AI has supported teachers and learners during the current Covid-19 pandemic restrictions.
It is clear that Covid-19 has precipitated a huge education experiment that may change how we teach and learn forever. The talk will therefore also look towards the future and consider the way in which AI could be used to support a Covid-compliant transformation in education. A transformation that will enable all learners to achieve their potential.
Throughout the talk I will use examples from different AI systems, particularly those involved in STEM education to illustrate what is happening now and what could happen in the future. I will also discuss what it means to be ‘AI ready’ and I will explain how how people can develop their AI readiness.
Bio: Rosemary (Rose) Luckin is Professor of Learner Centred Design at UCL Knowledge Lab. Rose’s research involves the design and evaluation of educational technology using theories from the learning sciences and techniques from artificial intelligence (AI). She has a particular interest in how AI techniques can be used to enable more effective, continuous, formative assessment processes and tools. Her 2018 book: Machine Learning and Human Intelligence: The Future of Education for the 21st Century, describes how we can best benefit from using AI to support teaching and learning, and how the prevalence of AI in our future means that we need to revise what and how we teach and learn now. She has also published numerous academic articles, authored two monographs and edited two paper collections.
Rose is also Director of EDUCATE Ventures Research Ltd, a London hub for educational technology start-ups, researchers and educators to work together on the development of evidence-informed educational technology; president of the International Society for AI in Education; co-founder of the Institute for Ethical AI in Education; a member of the UK Office for Students Horizon Scanning panel; adviser to the AI and Robotics panel of the Topol review into the future of the NHS workforce; and a member of the European AI Alliance.
Rose held an International Franqui Chair at KU Leuven in 2019 and was named as one of the 20 most influential people in Education on the Seldon List 2017.
Invited Talk • Tuesday, July 6
Using Deeply-Digital Curricula to Speed the Digital Transformation of K-12
Cathie Norris, University of North Texas and Elliot Soloway, University of Michigan
Abstract: The “Digital Transformation of K-12” is finally happening! Regardless of the company, digital transformation will typically take this path. First, the company mimics paper-and-pencil processes using the computer. But then, a disrupter comes along and creates new processes and new materials that truly leverage the unique affordances of digital technology and the digital transformation occurs. K-12 is beginning to move from digitized curricula to deeply-digital curricula. Issued by the Center for Digital Curricula, College of Engineering, University of Michigan, deeply-digital curricula, unlike 1-dimenstional, text-based digitized curricula, are 2D and graphical – just like the video game world inhabited daily by the Gen Z’s and Gen Alphas. For teachers, the 2D enables the graphical aggregation, in one place, of all the learning activities in a lesson, making it easy for students – and their parents – to understand what’s been done and what’s coming next. In the 2020-2021 school year, 5,000+ K-5 students began using the Center’s deeply-digital curricula daily! Teachers report the students are engaged, and test results indicate the students are learning! In our presentation we will further explore the nature of deeply-digital curricula and the digital transformation it is having on the classroom.
Bios: Cathleen Norris is a Regents Professor in the Department of Learning Technologies at the University of North Texas, Denton, TX.
Elliot Soloway is an Arthur F. Thurnau Professor, in the Department of Computer Science and Engineering at the University of Michigan, Ann Arbor, MI.
Norris, the classroom teacher, and Soloway, the techie, began working together during the early days (2005) of handheld computers, e.g., Palm Pilots, PocketPCs. They could see how small, low-cost, personal devices in the hands of every student could dramatically change the classroom. They created MLE – Mobile Learning Environment – with a broad range of educationally-oriented tools for mobile devices. Schools and districts licensed over 40,000 copies, worldwide. The lack of digital curricula, however, to help teachers leverage MLE – was MLE’s and GoKnow’s downfall. Learning the lesson – the hard way – that curricula is the heartbeat of the classroom, recently, Norris and Soloway founded the UMich Center for Digital Curricula with the mission of providing free, deeply-digital curricula to classrooms. Stay tuned!