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Prof. Dragan Gasevic

Monash University, Australia

Dragan Gašević is Professor of Learning Analytics in the Faculty of Information Technology and Director of the Centre for Learning Analytics at Monash University. He is a founder and served as the President (2015-2017) of the Society for Learning Analytics Research (SoLAR). He has also held several honorary appointments in Asia, Australia, Europe and North America. In 2019-2021, he was recognized as the national field leader in educational technology in The Australian’s Research Magazine. He led the EU-funded SHEILA project that received the Best Research Project of the Year Award (2019) from the Association for Learning Technology. In 2022, he received the Lifetime Member Award, the highest distinction of SoLAR. Dragan’s research interests centre around the development of computational and design methods that can advance understanding of self-regulated and collaborative learning.

Speech Title: Learning Analytics in the Age of AI

Abstract: The unprecedented opportunities to collect data about learning and contexts in which learning occurs has attracted much attention in education. The use of techniques from artificial intelligence have offered much promise to address many relevant questions in education. The talk initially first outlines the major achievements in learning analytics and open research challenges. The talk will then discuss how learning analytics in the future can benefit from the developments in related fields that hav e strong roots in recent developments in artificial intelligence. The talk will use examples from numerous empirical studies that looked at self-regulated learning, learning strategy, problem solving in solo and group activities, and second language learning.



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Prof. Minjuan Wang

San Diego State University, USA

Dr. M. Wang is Professor of Learning Design and Tech at San Diego State University, iLRN's VP in International Relations, and Editor-in-Chief (EiC) of the IEEE Transactions on Learning Technologies (TLT).

Her research specialties focus on the sociocultural aspects of online learning, mobile learning, immersive learning using X-reality, and entrepreneurship education. She served as the chief editor for one international journal (EAI Transactions on E-Learning), and as guest editor for Virtual Reality and the Journal of Interactive Learning. She was either a Co-PI or senior personnel on several national and international grant programs. Currently she serves as co-PI on NSF’s Coupled Natural and Human Systems project led by SDSU’s Department of Geography (2018 to 2022). In addition, Dr. Wang is an internationally recognized scholar and has keynoted more than 25 international conferences.

Speech Title: Metaverse, Metaversity, and The Future of Education

Abstract: The Metaverse is considered the third wave of the Internet revolution, able to support persistent interconnected online 3D virtual environments (3DVE), and promising to bring new levels of social connection and collaboration. How to effectively design and use Metaverse in teaching and learning remains crucial for the development of effective learning experiences. In addition, there are critical ethical and governance issues related to the Metaverse and XR (Extended-Reality) technologies, including security, privacy, equity, accessibility and intellectual property.

In this presentation, Dr. Wang will first showcase exemplary Metaverse technologies and learning platform, then continue discussing associated research topics and directions. As the EiC for TLT, she may also discuss how to write and publish in the Journal’s special issue on Metaverse and the Future of Education.



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Prof. Marlene Scardamalia

University of Toronto, Canada

Professor Marlene Scardamalia was awarded the inaugural Presidents' Chair in Education and Knowledge Technologies at OISE/University of Toronto and is cofounder and director of the Institute for Knowledge Innovation and Technology—a worldwide network of innovators working to advance the frontiers of knowledge building in various sectors. Marlene’s work has led to numerous honours and awards, for example, the World Award of Education from the World Cultural Council and induction into the Royal Society of Canada. The institute she founded with Carl Bereiter received the ORION Learning Award for the development of the world's first collaborative learning environment and for leadership in research-based innovations in theory, pedagogy, and technology, all aimed at making citizens part of a 21st-century knowledge-creating culture. Her extensive research into how knowledge can be built within a community through interconnected, intentional, and collective efforts of participants invites us to imagine a future of learning that is as powerful as it is optimistic.

Speech Title: Education in Design Mode: A Knowledge Building Collaboratory to Address Complex Challenges of Our Modern World

Abstract: The Knowledge Building Collaboratory operates within a global community, including students at all levels, teachers, principals, parents, superintendents, ministry officials, engineers, learning scientists, domain specialists, data scientists, assessment experts, and more. The network takes advantage of interdisciplinary, distributed expertise to develop principles-based practices in a progressive, research-intensive enterprise. A coherent innovation model advances schoolwork as it is advanced in frontier-advancing communities beyond school walls.

An open, multi-level infrastructure supports students and educators in engaging the collective intelligence of knowledge builders and conducting research. Embedded analytics help participants monitor progress as it proceeds, with self- and group-correction to stay the course of sustained creative work. The collaboratory runs continuously, with opportunities for idea improvement in real-world contexts to advance knowledge for public good.

At the simplest level, anyone interested in increasing the knowledge building potential of any idea or plan enters it in Knowledge Building technology where team members become co-designers.



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Prof. Kui Xie

The Ohio State University, USA

Dr. Kui Xie is Ted and Lois Cyphert Distinguished Professor and Professor of Educational Psychology and Learning Technologies in Department of Educational Studies at The Ohio State University. He is the director of The Research Laboratory for Digital Learning at OSU. Xie research investigates areas related to motivation and engagement in digital learning, K-12 technology integration and teacher professional development, technology intervention and learning environment, learning analytics and research methods. He focuses on building translational research in partnership with K-12 schools across the state of Ohio. His research has been funded by Institute of Educational Sciences, Ohio Department of Education, Ohio Department of Higher Education, the Spencer Foundation, and various school districts. He has numerous publications in flagship journals in crossover fields of Educational Technology, Educational Psychology, Teacher Education, and others. Xie serves as the associate editor for two journals: The Internet and Higher Education and Frontiers in Psychology. He served as a guest editor for Journal of Research on Technology in Education. He also serves as a member of the editorial board of Contemporary Educational Psychology and Journal of Educational Psychology. He served as chair for American Educational Research Association (AERA) SIG Instructional Technology, SIG Design and Technology, and section chair for Division C Section 3.A. Learning Environments and Section 3.B. Technology-Based Environments. In 2015, Xie was named the Ted and Lois Cyphert Distinguished Professor. In 2017, Xie received the EHE Distinguished Research Award from The Ohio State University. He also received a Chang Jiang Scholar Award from the Chinese Ministry of Education. In 2021, Xie was identified among the top 2% of scientists worldwide according to the rankings published by Elsevier and Stanford University.

Speech Title: Examining the Multidimensionality, Situatedness, and Longitudinal Nature of Engagement in Online Learning

Abstract: Student engagement has been recognized as one of the most important factors of learning and achievement in academic settings. Ample evidence in the literature has shown the critical role of engagement leading to academic success. In this talk, I will situate the engagement framework in online learning environments and discuss the specific indicators of engagement in online learning. I will elaborate three aspects of engagement that are particularly important online learning: (1) the multi-dimensionality of engagement (behavioral, cognitive, affective, and social engagement), (2) the situatedness of engagement, (3) the longitudinal nature of engagement. I will discuss methodological issues in engagement research, looking at research methods such as traditional self-reports, experience-sampling method, and learning analytics.