Keynote Speakers/特邀报告

Prof. Giuliana Dettori
Istituto per le Tecnologie Didattiche, Genova, Italy

Dr. Giuliana Dettori is a senior researcher at the Institute for Educational Technology of Italy's National Research Council. Her research interests focus on the mediation of ICT in education, in relation to both face-to-face and distance settings; she also works on media literacy, narrative learning s and elf-regulated learning. She is teaching in the PhD school “Digital Humanities” of Genoa University (Italy), is carrying out editorial collaboration with international journals and conferences and has been involved in international and national projects.

Speech Title: Towards More Effective Distance Education

Distance learning has been gaining momentum in the past couple of decades, in both formal and informal contexts, thanks to the availability of increasingly powerful, ductile and diverse technology. Effective distance learning, however, entails that all actors involved in the process are able both to deal with such technological tools, understanding and exploiting their potential, and to cope with the difficulties entailed by being physically separated from the other actors. Among such competences, multiple literacies and self-regulation play a particularly relevant role. Multiple literacies include complementary areas such as digital-, media-, information- and social media literacy, in addition to basic one. Self-regulation entails for learners to become aware of one's own objectives, needs and achievements, to monitor their own activity, to sensibly manage their collaboration with peers, as well as to act strategically, adapting old competence to new problems. It also entails for learning designers and teachers to work out learning environments and activities apt to facilitate learners in their efforts to self-regulate. The development of such competences should become part of formal education from early years, so as to prepare learners to exploit the potential of distance learning opportunities throughout life, in both formal and informal contexts. This presentation will characterize multiple literacies and self-regulated learning, pointing out, through relevant examples, how they contribute to the viability of distance learning.

 

Prof. Richard Cai,
Colorado Technical University, USA

Dr. Richard Cai has been working in Online higher education since 2002. He is currently the University Program Director for College of Computer Science & Technology at Colorado Technical University (CTU), USA. In this role, Dr. Cai supervises curriculum design, development and revision for all the degree programs including both Online and Ground offered in the college. He also plays a key role in the program assessment and accreditation. Dr. Cai has served as program evaluator for Accreditation Board for Engineering and Technology (ABET) since 2013.

Prior to joining CTU in 2015 Dr. Cai was full professor for the School of Information Technology at American InterContinental University, where he also acted as Online Program Chair for 8 years and University Dean for 4 years. As Dean for the School of Information Technology he led bachelor’s and master’s-level IT degree programs while also working closely with program leaders across all departments. Dr. Cai is also adjunct professor for Triton College and University of Maryland University College (UMUC), and have taught multiple online graduate courses for UMUC. Before entering the higher education sphere Dr. Cai held numerous IT and engineering positions totaling over 15 years of industry experience and offered his expertise in roles as diverse as Aircraft Design Engineer, Sr. Software Engineer, and System Architect.

Speech Title: Adaptive Learning Practice for Online Learning and Assessment

Adaptive Learning (AL) is a personalized learning technology. It can customize learning based on pre-determined knowledge state on a particular subject or topic. This assessment driven approach not only allows students to have their own learning path with individual learning nodes or steps, but also provides various formative and summative assessments the students' learning performance. With the appropriate mapping between course learning outcomes and program outcomes, the program outcomes can be assessed through the assessment results of AL in selected courses. Colorado Technical University (CTU) has been using AL technology in their Web-based Learning Management System (LMS) since October of 2012. CTU's AL approach is both assessment driven and facilitator/faculty driven. In this paper, we will share our experience and findings on using AL in Online Computer Science (CS) and Information Technology (IT) courses to enhance student learning and assess the program outcomes for continuous improvement and programmatic accreditation.

 

Assoc. Prof. Eric C.K. Cheng
The Education University of Hong Kong, Hong Kong

Dr. Eric Cheng is a specialist in educational management, knowledge management and Lesson Study. He is currently associate professor of the Department of Curriculum and Instruction of the Education University of Hong Kong. He is now serving as a school manager of Pentecostal Yu Leung Fat Primary School, C.C.C. Tam Lee Lai Fun Memorial Secondary School and E.L.C.H.K. Lutheran Secondary School. He is an Associate Editor of the International Journal of Educational Administration and Policy Studies (IJEAPS), a visiting scholar of Nagoya University, Aichi University of Education and Budapest Metropolitan University, an external examiner of The Open University of Hong Kong on the Master of Education programme and doctoral thesis examiner of Nottingham University on Doctor of Education program.

Eric earned his Doctor of Education in education management from the University of Leicester. His publication covers the areas of school management, Learning Study and knowledge management. He is the author of an academic book entitled Knowledge Management for School Education published in 2015 by Springer.

Eric has been successful in launching more than 10 research and development projects with external and competitive funds in the capacity of Principal Investigator (PI). He is a PI of a Research Grants Council GRF funded project. He was a PI of University Grants Committee funded Communities of Practices project, Quality Education Fund project, and Standing Committee on Language Education and Research project.

He received the Knowledge Transfer Project Award from HKIEd in 2014-15, Scholarship of Teaching Award in 2013-14 and Knowledge Transfer publication Awards in 2012-13 form Faculty of Human Development of HKIEd.

Speech Title: E-Learning for Developing Personal Knowledge Management Competency

This presentation will report a case study of developing pre-service teachers' personal knowledge management (PKM) competency by applying a set of eLearning tools in a collaborative action research training approach. PKM competency is an intertwined macro-competency that involves cognitive, metacognitive, information, social and learning competencies. Mastering PKM competency will help learners to achieve effective learning and support workers to improve their productivity. This study adopted an experimental design to examine the effect of using eLearning tools and activities with action research approach on developing PKM competency. Free and easy to use collaborative blended learning tools that promote PKM skills will be introduced. The eLearning tools included Zotero for supporting effective citation, Google Alert for retrieving resources, Google Drive for documents storing and co-editing, Prezi for effective presentation and EverNote for note-taking were introduced to the experimental group. Results showed that the injection of e-learning tools with collaborative action research activities in the training course had an impact on most of the pre-service teachers in terms of nurturing their competencies on instructional design and assessment strategies. Discussion, cooperative learning, task-based learning and modelling were identified as effective training strategies that integrated with the eLearning tools for developing them with instructional design skills.

 

Assoc. Prof. Sadiq Midraj
Zayed University, United Arab Emirates

Ph.D., M.Ed., Curriculum & Instruction-Language Education, Indiana State University, USA
M.A., Applied Linguistics, Indiana State University, USA
Dr. Midraj is an Associate Professor of Curriculum and Instruction with emphasis on language education in the College of Education at Zayed University.  He has taught literacy, assessment, and curriculum and instruction courses in the teacher-education graduate and undergraduate programs.  His University professional service has included being Quality Assurance Coordinator, ELL Program Lead, and Chair and Committee Member on various College and University Committees.  His outreach community service has included being Consultant to the UNESCO Office in Beirut on quality assurance standards for education units, reviewer of the UAE Ministry of Education K-12 standards, Consultant to Bidaya Media/ Sesame Street on the research of media for young learners and Judge and Consultant to Khalifa Award for Education in UAE.  Recently, he has served as an Accreditation Panel Member for the National Authority for Qualifications & Quality Assurance of Education and Training in Bahrain.  Previously, Dr. Midraj worked as the Director of the Center for Professional Development. He has published on the role of accreditation, outcomes-based education, assessing bilingual literacy, and the language-learner variables. His research interests include teacher education, quality assurance and assessment of language learning.

Speech Title: Mobile Applications for ELL Teacher Training and Self-assessment

Teacher-education academics have teamed up with IT experts to design, implement, and assess the impact of mobile application training on the effectiveness of in-service and pre-service English language learning (ELL) teachers’ training.  The overarching notion of the effectiveness of ELL teachers draws on the teachers’ professional content knowledge, pedagogical knowledge and professional disposition.  The structure of the application is based on TESOL international standards of five domains that include language foundations, the language culture, managing instruction, assessment, and professionalism.  The speaker shares with the audience an application that consists of a bank of multiple choice items (MCIs) that covers the five domains.  The research team has developed, adapted, and validated the items so that they contribute to meaningful learning and valid assessment.  The application provides differentiated learning opportunities along with synchronous reporting to teachers that can help them identify areas of strengths, challenges, and strategies to support their learning.  Teacher-education instructors may use the resource as part of formative assessments in the core curriculum courses and training for teacher licensing.  The application, also, generates analytics that education units may use to improve the curricula.  The application quality measures are security and confidentiality, engagement in meaningful learning, content quality, aesthetics, and accessibility.

 


 

Shanghai


Presentation Tips

· Oral presentations of volunteered papers are 12 minutes with 3 minutes for discussion(15 minutes in total for Q&A.)

· All presenters must bring their PowerPoint/PDF presentation on a USB memory key one hour before their presentation to have it preloaded on the session computers. Individual presentations then begin with the click of a mouse.

· All events are conducted in English

· Practice your presentation before and and time it.  

· Use active words, short sentences. Words should reinforce visual material.  

· Our events are designed to be as interactive and frank as possible. All speakers and participants are encouraged to participate in their own personal capacity.

· Participants are encouraged to contribute in their own personal capacity.

· Speak loudly and clearly.  

· You may wish to bring business cards to share your contact information with other conference attendees.