Dr. Joy Kutaka-Kennedy has served in the Department of Special Education at Sanford College of Education since 2003, almost 15 years. She earned her doctorate from the University of San Francisco in Curriculum and Instruction with a specialization in Mild/Moderate Special Education, completing her dissertation titled “Inclusion in secondary general education classes: What do students with Emotional and Behavioral Disorders think?” Prior to becoming an academic, she honed her teaching skills and K-12 expertise through 18 years of teaching in grades pre-K to 12 in general, special, gifted and at-risk education. She began in self-contained general education multiple subjects classrooms and single subject classrooms in English/Language Arts, World History, Biology, and Physics. She also taught a weekly pull-out of gifted students for a semester and a self-contained 4/5 class for students identified as highly gifted for a year, plus at-risk students in a court/community school setting. She entered special education and taught high school students with emotional and behavioral disorders and early childhood special education students at the county office level. She presents at numerous national and international conferences, often as a keynote speaker, on topics such as the impact of augmented and virtual reality on learning, online instruction for the 21st century, generational differences in educational technology preferences, online supervision of online K-12 teaching, online mentoring, and online course design to enhance creativity and collaboration. Her current responsibilities include course design and oversight, field work supervision, and mentoring new faculty in higher education. She serves as the Treasurer of the California Association of Professors of Special Education, completes program reviews for national accreditation, and performs editorial reviews for professional journals.
Speech Title: A Glimpse of Future Technological Innovations in Education
Abstract: Since the dawn of human history, we have created technological innovations to advance our survival and develop our societies. Our imagination was a crucial capacity that differentiated us from other species and eventually led us to dominate the planet. We used the spoken word to teach us how we began, how the world came to be, and how we should behave in the cosmos. We imagined the ideal society with our roles and obligations through these stories. Along with the oral storytelling we always had artists who interpreted our stories through visual media, developing images to save our stories for posterity, for future generations. These technological innovations later evolved into written languages in some societies eventually leading to the beautiful illustrated manuscripts of the Middle Ages. Gutenberg assembled the printing press which further expanded the education of the population at large. Previously, literacy had been restricted to the religious elite in monasteries who painstakingly copied Bibles by hand. With the development and distribution of written language, our ability to cross the boundaries of time and space expanded exponentially, further capturing and spreading these stories of human history, educating the next generation. We multiplied and democratized our knowledge base through connecting with each other, sharing ideas, and conducting research to discover the nature of reality. Beyond visual representations of art and then later photography, we also developed musical language and a multiplicity of musical instruments and forms which have spread around the world. Combining the auditory, visual and written media, we developed black and white motion pictures, then “talkies”, films, and later videos which led to digital media in oral, written and visual forms. Our creativity drove all of these creations and innovations. How can we harness this creativity to make learning more meaningful and memorable on our college classrooms? These latest technological innovations have mutated into the latest Augmented Reality and Virtual Reality media experiences. How will these new forms of technological innovation educate students of the present and the future? How can higher education adapt to these changes?
Dr. Piet Kommers is an early pioneer in media for cognitive- and social support. His doctoral research explored methods for hypertext and concept mapping in learning. Since 1982 he developed educational technology for teacher training. His main thesis is that technology is catalytic for human ambition and awareness. His main function is associate professor in the University in Twente, The Netherlands and adjunct/visiting professor in various countries. He taught more than fifteen bachelor-, master- and PhD courses and supervised more than 30 PhD students. He instigated and coordinated the NATO Advanced Research Workshop on Cognitive Technologies in 1990 and a large series of Joint European Research Projects in: authoring multimedia, web-based learning, teacher education, virtual 3d worlds, constructivist learning, social media, web-based communities and international student exchange. UNESCO awarded his work in ICT for Education in Eastern Europe with the title of Honorary Professor. The Capital Normal University in Beijing awarded his work with the title of Honorary Doctor. He is member of advisory boards in ministries of education and academia of sciences in Singapore, Finland and Russia. Piet Kommers is the initiator of the international journal for web-based communities and overall chair of the IADIS conferences on societal applications of ICT. Since the late nineties he gave more than 40 invited and keynote lectures at main conferences in the fields of education, media and communication. His books and journal articles address the social and intellectual transformations at each transition from “traditional” into the “new” media. Instead of regarding media as extrapolating, supplanting, vicarious or even disruptive, Piet’s view is that new media elicit and seduce both individuals and organizations to reconsider human nature and challenge existential awareness at that very moment. His workshop templates and experiences have been implemented into the UNESCO IITE reports, policy briefings and Master Course. The books and journal articles of Piet Kommers reach the level of 5012 citations and the h-index of 30. He was recently nominated by seventeen countries for the prestigious 2017 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of Information and Communication Technologies (ICTs) in Education.
Speech Title: Preparing Teachers for the coming Educational Evolution
Abstract: As ICT applications like
social media, big data and analytics recently
gained momentum, the question emerges on how to
find the right balance between traditional
school curricula and the new strategic problem
solving skills and attitudes in regular
education. This lecture will clarify how ICT and
new teaching methods already got interwoven and
only need to be adjusted to didactic contexts as
established by the teacher. Dominant factors are
the further globalising world citizenship, the
24 hour economy and the need for 21st century
skills. It implies that also in regular
education the pedagogy shifts from an
instructional into a constructivist paradigm:
students face more and more challenges to
personalise learning and prepare for
entrepreneurship rather than prepare for
existing jobs. Three ongoing projects will be
highlighted and explained in terms of the next
decade educational evolution:
1.The IV4J Project: Its goal is to give the trainers or educators, the right tools to create the right environment for their students to thrive both in the classroom, but more importantly, on the labour market, after completing their classes. http://iv4j.eu/
2.The MakeITReal project was presented at the Engino 2018 Conference “STEM & Robotics in Education’ on March 10, 2018. ‘A new,open model: The pedagogical value of STEM & Robotics in Education’ is focussed on 3D printing for enhancing learners' spatial thinking and imagination. Its effect is targeted at those students who have a weaker capacity for abstract thinking and memorization. http://makeitreal.info/
3.The IRNet project targets the growing trend towards international higher education. While its proponents assert that the added value of multicultural attitude, skills and mindset will help in future jobs, the question remains if and how these widening experiences contribute to the learning outcomes through the existing formal curricula. http://www.irnet.us.edu.pl/
The lecture leads to answering and discussing the posed title in how far digital pedagogies supplant, reinforce or just decorate the educational establishment in the coming decade.
Betsy Bannier is a tenured Professor of Chemistry at Lake Region State College in North Dakota, USA. She holds a PhD in Adult & Continuing Education with an emphasis in online science education from the University of Wisconsin-Milwaukee, as well as an MS in analytical chemistry from the University of North Dakota. She has over twenty years of experience teaching in higher education, serves on several national and international review boards, and is widely published in the fields of distance education and student motivation. She serves as a Solar System Ambassador volunteer through a program coordinated by NASA’s Jet Propulsion Laboratory. Her current speaking engagements and research interests include teaching at the intersection of space science and chemistry, and transnational education trends.
Speech Title: Using the Cosmos to Cultivate Curiosity among College Students
Abstract: Research shows that creating a culture of curiosity is an effective way of helping students strengthen and persist in their higher education experience. The Universe offers literally infinite opportunities to build exciting, creative connections to and between a wide variety of education disciplines. From stars and chemistry to moons and physics, from satellites and the humanities to deep space telescopes, black holes, and the arts, we’ll explore how the cosmos might inspire us to become more creative educators and also how the cosmos might inspire our students to become more engaged learners.
Jowati Juhary received her PhD in Governance and Development from Monash University, Melbourne, Australia, and her first and second degrees from Universiti Kebangsaan Malaysia, Bangi Selangor Malaysia. Her research interests include higher education, military pedagogy and educational technology, particularly e-learning and simulation for language studies. She is currently involved in two main research projects, military pedagogy and Industrial Revolution 4.0. She has over 16 years teaching experience, and was the former Director of the Language Center at the National Defence University of Malaysia. She is currently heading the UPNM Press, the publication house of the Defense University.
Speech Title: Perceptions of Students: Blended Learning for IR4.0
Abstract: Industrial Revolution 4.0 (IR4.0) is
the current key term today that affects various
facets of humans’ life. As society struggles to
grasp its impact, academics are responsible to
prepare the future workers, who must be able to
cope with IR4.0 and beyond. This paper attempts
to gauge students’ perceptions of blended
learning. At the same time, the author wants to
investigate whether they perceive blended
learning as a platform to help them face IR4.0
after graduation. A class taught by the author
was observed for two semesters, and at the end
of the second semester, all students in the
class were asked five main questions on blended
learning and their readiness to face IR4.0.
Preliminary findings suggest that, firstly,
students were not exactly comfortable learning
in a blended learning environment and with
flipped classroom as one of its strategies.
Secondly, the majority of the respondents were
unsure of what IR4.0 is, and yet they were
confident that they would be able to face IR4.0.
The author argues that much is still needed to
be done in order to embrace IR4.0, despite the
abundance of preparation to face it at various