Prof. Min Liu, The University of Texas at Austin, USA
Dr. Liu's teaching and research interests center on educational uses of new media and other emerging technologies, particularly the impact of such technologies on teaching and learning; and the design of new media enriched interactive learning environments for learners at all age levels. She has published over 71 research articles in leading peer-reviewed educational technology research journals, 16 peer-reviewed book chapters, and presents regularly at national and international technology conferences. Dr. Liu regularly invites her students to join her research projects as she views this as a mentoring and training opportunity for future faculty and researchers. As shown in her publications and conference presentations, almost all of her co-authors and co-presenters are her current and former graduate students. She develops and teaches graduate and undergraduate courses on new media design, production, and research. The courses she has taught include "Interactive Multimedia: Design and Production," "Designs and Strategies for New Media," "Instructional Systems Design," "Educational Research Design," "Live, Play, Communicate, and Learn with Digital Media Technologies," "Digital Literacy for Teaching and Learning," "Analysis of Research in Instructional Technology," "Multimedia Authoring," and "Interactive Multimedia Research." She also serves on a number of editorial boards for research journals in Learning Technology/Instructional Technology. Dr. Liu directs the development of several digital media technology projects. One of her projects has been selected as the Winner of 2012 Interactive Learning Award and was the recipient of 2013 Outstanding Practice Award, both sponsored by the Association for Educational Communications and Technology, a major national IT professional organization. Another project was a Finalist of 2010 national Learning Challenge Competition sponsored by Disney Research. Her project, Alien Rescue, is being used as part of the science curriculum by middle schools in at least 30 states and 4 countries. In 2016, her article (co-authored with her students), "A Multiple-Case Study Examining Behavior Patterns By Students With Different Characteristics In a Serious Game" received the Best Paper Award from Applied Research in Immersive Environments for Learning SIG of American Educational Research Association (AERA).
Speech Title: Using Technology to Facilitate Teaching and Learning: Factors of Importance
Abstract: Technology is affecting every aspect of our lives, the way we live, the way we play, how we teach and how we learn. As educators, it is important for us to consider how we can use technology effectively to facilitate teaching and learning. Online delivery is a growing trend in today's education. In this talk I will share with you my views on how to use technology to facilitate teaching and learning, factors that I consider most important.
I will first provide an overview of the current landscape of online instruction in the U.S. context. I will then present three cases, all of them are based upon my research, my teaching experience, as well as research and development efforts that I have been engaged in. In the first case, I will present research findings of the studies I have conducted looking at MOOCs as an online delivery format. In the second case, I will share my teaching experience in using a hybrid format at a college setting. In the third case, I will talk about my research and development efforts in creating an immersive multimedia-enhanced learning environment using problem-based learning pedagogy and game-based learning approach to engage younger students and motivate them to learn critical thinking and problem-solving skills.
Through these cases, I will outline several factors that I consider most important in using technology to support education. Finally, I will discuss some current research trends, emerging technologies, and the implications for instructors, researchers, designers as well as students who use technologies for educational purposes.
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: Interacting to learn and learning to interact in technology-mediated environments
Our age is characterized by ubiquitous use of social technology and communication means. This may represent a favourable scenario for formal and informal learning, because interaction and collaboration with peers are broadly recognized in the literature to favour the acquisition and organization of new knowledge, as well as to stimulate cognitive development. Some questions, however, are in order: under what conditions does interaction actually proves beneficial for teaching and learning? How can we foster the development of valuable interaction skills? Based on meaningful examples from the literature and from the author's own research experience, this presentation develops a reflection on the relation between interaction and learning, highlighting the potential support granted by different types of tools and settings, and analysing constructs, like social presence in online environments, that can contribute to develop efficacious interaction skills.
Assoc. Prof. Eric C.K. Cheng The Education University of Hong Kong, China
Biography: 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: Exploring Lesson Study with Knowledge Management
Abstract: This presentation illustrates how Lesson Study operates in schools to create pedagogical knowledge and provides three new research dimensions to analyze Lesson Study. The first dimension is to review the historical development of Lesson Study in terms of the pendulum swings between professional accountability and state accountability in developing the school-based curriculum and the national curriculum. Lesson Study developed in Japan as a form of collaborative teacher training to increase the professional skills of educators, and in resistance to government attempts to impose rigid bureaucratic control at the service of a national curriculum. The second dimension is to conceptualize Lesson Study as a knowledge management tool for creating pedagogical knowledge for curriculum implementation. The SECI model provides an analytical framework to explore how knowledge is created in individuals, teams and organization for effective curriculum implementation. Applying the SECI model, the most well-known Japanese knowledge management model, to analyze Japanese Lesson Study enables us to eliminate potential cultural biases to explore the onto-culture that supports implementing Lesson Study. The third dimension is to study the plan-do-check-act (PDCA) cycle for conducting Lesson Study. The PDCA cycle creates opportunities for teacher learning and helps professional development, and thus creates a routine of continuous improvement.