José María Ruiz Ruiz is a Professor of the Faculty of Education in the Complutense University of Madrid. Honorary Professor of three Universities: National University San Marcos de Lima, Winner University and Cesar Vallejo University (Peru). Visiting Professor of the National University of Cartagena (Colombia). Counselor of the School Council of the Community of Madrid (BOCM, 2017). Director of the MOOC training course in collaboration with Telefónica: Six basic strategies for learning in teaching competencies in undergraduate degrees. (2020). Member of Team Europe (Brussels). Member of the Excellent Center Jean Monet "Antonio Truyol". INVESTIGATION GROUPS: Part of the Stable Research Group “ILSA” recognized by the University Complutense. RESEARCH PROJECTS. The improvement of communication in collaborative work through the socrative program in five Faculties of the University of Complutense (UCM, 2017-2019). ACADEMIC PUBLICATIONS Author of 8 books and more than 40 chapters / articles specialized in Evaluation and Curriculum. Ruiz, J. M. R. (2011). The Organization and Management of Educational Centers and Contexts. Chapter nº 10. Permanent Institutional Documents. Ruiz, J. M. R. (2013). How to Improve Educational Institutions: Evaluation of Innovations. Cooperativa Editorial Magisterio. Santa Fe de Bogota. Colombia. INVENTATION PATENTS. Device for retention and examination of eyes with rats and mice. Publication Number: 2699413. Duration: 20 years.
Dr. Liz Browne is a Professor of Education
working in the Centre for Educational Consultancy and Development (CECD). As an
educationalist she has held senior posts in a number of secondary schools and in
the Further Education sector. Whilst working at Oxford Brookes University she
has managed the quality assurance of a national quality improvement programme
for the Further Education sector, working on behalf of the DfE. She was
successful in bidding for funding to create a Centre for Excellence in Teacher
Training and managed the Centre between 2008 and 2014.
Prof. Liz Browne is head of the Centre of Education Consultancy and Development and co-research lead for the Policy, Partnership and Leadership research group. Her research interests are in the area of educational policy and leadership and she has worked on a number of consultancy projects with national organisations working in the Further Education and Skills sector.
Speech Title: Delivering
Global Education in Times of Challenge
Abstract: In assessing the many challenges facing educationalists in the current times this presentation discusses the VUCA ( volatile , uncertain, complex and ambiguous) world we know inhabit. Consideration is given to the challenges and opportunities VUCA offers those of us who work in education and poses new approaches to change based on an atomic model of activity which advocates small steps and slow progress towards change rather than major upheavals. In advocating atomic change the theme of this presentation will be stability in a changing world to enhance student health, staffing stability and academic credibility in these times of unprecedented change.
Betsy J. Bannier earned her Ph.D. in adult &
continuing education with an emphasis in online chemistry education at
University of Wisconsin – Milwaukee (USA) in 2009. She earned her M.S. in
analytical chemistry with a cognate in chemical education at University of North
Dakota (Grand Forks, ND USA) in 2000, and her B.A. in mathematics and chemistry
at Alverno College (Milwaukee, WI USA) in 1997.
She is a tenured Professor of Chemistry at Lake Region State College in Devils Lake, North Dakota. She has over twenty years of experience teaching in higher education, primarily in the field of undergraduate, online laboratory chemistry. She serves on several national and international review boards and her work has been published in a wide variety of journals. Her current research interests include teaching at the intersection of chemistry and space science, learning strategies in online classrooms, and transnational online education.
Speech Title: Examining the Impact of the Global COVID-19 Pandemic on Student Achievement in Online, Undergraduate Chemistry Courses in the United States
Abstract: The global COVID-19 pandemic created turmoil in many institutions of higher learning. Social distancing and quarantine guidelines led many colleges and universities to rapidly shift their courses to distance learning modes. This study attempted to measure the impact of the global COVID-19 pandemic upon students enrolled in fully online, undergraduate chemistry courses. Survey data was used to examine the impact of the global COVID-19 pandemic upon students’ decisions to enroll in a fully online chemistry course. Unpaired t-test analyses were used to compare exam data from Spring 2020 (n=69) to Spring 2019 (n=101) and again from Summer 2020 (n=52) to Summer 2019 (n=62) in four different undergraduate chemistry courses. Statistically significant differences in exam scores were observed in the chemistry course required for students enrolled in nursing degree programs.
Dr Kumar Laxman is an associate professor of
education with the Faculty of Education, University of Auckland. He graduated
with a PhD in instructional design and technology from Macquarie University,
Australia. His other qualifications include a masters degree in educational
technology from the National Institute of Education (Singapore), a bachelors
degree in civil engineering from the National University of Singapore and a
postgraduate diploma in education from the National Institute of Education
(Singapore). He has worked in various capacities both as an educator and
instructional designer with many reputable educational organizations and
tertiary institutions such as Ministry of Education (Singapore), Republic
Polytechnic, University of New South Wales and National Institute of Education.
Dr Kumar Laxman has been actively promoting the use of technology to advance innovation in teaching and learning and he has served as a catalytic leader in participating in numerous
e-learning and educational initiatives. He is knowledgeable in the various aspects of the field of educational design, having published widely in reputable journals and presented at numerous international conferences. He has also provided consultancy to a number of organizations in the domain of education, particularly enabling them to leverage upon technologies in enhancing teaching and learning. He has also independently carried out high quality research in education and achieved cutting-edge research outcomes. Possessing excellent communication and management skills, he is able to keep his participant audience engaged with his impressive style of training delivery.
Speech Title: Learning with Digital Mobile Devices: What Does Past Research Tell Us?
Abstract: In this presentation, I will be looking at trends from past research on mobile learning, what factors contribute to and inhibit effective implementation of mobile learning, what considerations need to be noted in adopting mobile learning in schools. The best practices and strategies in how mobile learning can be implemented in schools so as to maximize learning gains will also be discussed. Finally future trends of pedagogical innovations through the use of mobile learning will be examined so that best alignments of pedagogy and technology can be achieved.
Sylvie Richards received her Ph.D. in French and Romance Philology from Columbia University and her law degree from New York Law School. She served on the French faculty at Penn State-Behrend, the University of Missouri-Kansas City, Northwest Missouri State University, where she also served as department chair, Queens College-CUNY as Associate Professor and Coordinator of the four-campus Languages Other Than English Consortium, and as Outreach Manager for the Columbia University Center for New Media Teaching and Learning. At Brooklyn College, she developed tools and teaching strategies for faculty and taught pedagogical workshops to faculty in redesigning their courses to achieve greater student learning success. Currently she is the Media and Instructional Design Specialist for the School of Professional Studies where she helped launch the online programs and where she trains faculty in new media applications like mobile learning. Dr. Richards has published two textbooks with McGraw-Hill and over 40 refereed journal articles.
Speech Title: COVID-19, Remote Learning, and the Re-Structuring of Higher Education
Alan Garfield is Chair of the Digital Art and Design Department at the University of Dubuque, in Dubuque, Iowa USA. He has also served as Director of the Bisignano Art Gallery since 2008. His formal education is eclectic: BA, University of Iowa; MA, State University of New York-Binghamton; Postgraduate work Wadham College, Oxford. His interests, as measured by recent publications, include 2D and 3D fractal algorithms, imagery in contemporary politics, 19th century French philosophies, Holocaust studies, Beat art and poetry and video game content. He teaches in Iowa; he lives in Ireland.
Speech Title: Spreading across Boundaries: The Coronavirus Pandemic and Our Computers
Abstract: With the new coronavirus spreading from person to person (possibly including from people without symptoms), reaching four continents and every island nation, and traveling faster than SARS, driving it out of existence is looking increasingly unlikely. Actually, the same might be (and has been) said about the state of computer viruses and malware. Everything’s going to be different, on the other side of this – whether this is our body health or computer health. What, really, are the similarities and differences between the effects of that one word – virus – on human biological systems and our digital computing systems? This speech will address issues that we as educators should be aware of.
Silvia Mariela Méndez Prado is currently a full professor and researcher of ESPOL (Escuela Superior Politécnica del Litoral) Polytechnic University, Faculty of Social Sciences and Humanities. She has published her experience in education management and subjects related to public policy as well. Nowadays in www.marielamendezprado.com, she releases part of her work as Analyst on several topics, and she has ongoing research on microfinance, capital markets, and financial literacy as the main project during 2018-2021.
Speech Title: Is the Dosed Video-vignettes Intervention more Effective with a Longer-lasting Effect? A Financial Literacy Study
Abstract: An analysis comparing short and long periods of video vignettes intervention and a follow-up evaluation has been applied to measure the compared impact and the durability of this kind of visual tools in the financial literacy (FL) levels of the participants. The participants have been involved in a story reacting with the question-answer related to the house, car, and pension plan choosing as the key financial decisions (KFD). The four video vignettes build on video animated response-based simulations, in a case format, contain 20 questions about knowledge, self-efficacy, and confidence dimensions; all of them, as a feedback system to measure Its impact on a randomized sample of university students. Their FL score ex-ante vs. ex-post with a tested FL scale was analyzed to conclude the FL effect is higher and positive in the four-weeks session (long intervention) vs. one-week course (short intervention). The same trend was observed within the follow-up evaluation applied six months after the durability confirmed. A parametric and non-parametric test confirms these results. The findings and its effects on public policy and the Implications for future research must be discussed.