• Tokyo Institute of Technology
  • 3 Chome-3-6 Shibaura, Minato, Tokyo 108-0023, Japan

2018 10th International Conference on Education Technology and Computers

October 26-28, 2018 | Tokyo Institute of Technology

Prof. Hiroki Oura
Tokyo Institute of Technology, Japan

Hiroki Oura is Associate Professor at Center for Innovative Teaching and Learning (CITL), Tokyo Institute of Technology. He was co-awarded Science Prize for Inquiry-Based Instruction (IBI) in 2013 for curriculum module development to engage high-school students in database research on smoking behavior during his graduate work at University of Washington. In recent years, he has worked on research projects in MOOCs and Flipped Learning in school and out-of-school contexts. His research interests include technology-enhanced scaffolding and assessment for scientific and epistemic thinking.

Speech Title: Design Strategies to Make Learning with MOOCs Interactive

Abstract: MOOCs (Massive Open Online Courses) have been evolving since its beginning, as they are combined as part of online and campus programs that lead to both professional and academic credentials today. However, learning contents of MOOCs still depend on lecture videos and lack of design strategies to engage registrants in interactive activities with others and the instructor(s). This talk will discuss strategies to make learning with MOOCs interactive by introducing our design and implementation cases in Japan.

Prof. Joy Kutaka-Kennedy
Sanford College of Education, National University, USA

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: Lessons from Generational Differences and Corporate Trainings at the Nexus of Higher Education

Abstract: Much has been said of generational differences in the past few years. What are the implications of these differences for higher education? We have professors who are mostly Baby Boomers or Gen Xers teaching students who are mostly Millenials or Gen Zers. Furthermore, these differences emerge in the wider work force where corporate trainings target this diverse group of adult learners with specific, concrete strategies designed to address their varied learning needs. The instructional pedagogy, the concise measurable objectives, and the short-term learning environments of corporate trainings suggest possible applications for higher education. What can higher education learn from the user-friendly corporate training models? Many corporate teaching and learning modalities with their practical products and outcomes can be adapted to academia, with similar use of learning objectives, micro-learning targets, and self-monitoring assessments. This merger of approaches from academia and corporate trainings can be productive and fruitful for students and workers in our society and collective future.

Dr. Piet Kommers, Professor of UNESCO Learning Technologies
University of Twente, The Netherlands

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: ICT in Education: Goal, Means or Cosmetics?

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. 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.

Prof. Silvio Carvalho Netoo
Centro Universitário Municipal de Franca - Uni-FACEF, Brazil

Dr. Silvio Carvalho Neto, PhD in Management Sciences at USP - University of São Paulo with Post Doctorate at Stanford University (USA), is currently Dean of Research and Graduate Studies, and professor at Centro Universitário Municipal of Franca - São Paulo Brazil, and Professor of Financial Mathematics and Statistics in FATEC Franca (technology College) in Franca-São Paulo, Brazil. He has experience in the areas of Administration, Communication and Information Systems, with emphasis in Research in Information Technology and Communication, Research Methods, Quantitative Research, Mathematics and Statistics, Information Systems and Information Technology, acting on the following topics: Virtual Learning Environments, Online Publishing Systems, Web Systems Quality, IT Management, Technology and Digital Advertising, Marketing Research, Methods and Techniques of Quantitative Research and Regional Development.

Speech Title: Technology for Pervasive Learning: Open Access Scholarly Publishing in Brazil

Abstract: Information technology is nowadays crucial for higher education, especially in helping to disseminate the results of scientific research. The open access movement has had a strong impact in Brazil. Over the past years Brazil has shown a steady increase in the number of serials, especially with the availability of online journals that use information and communication technologies as support. Brazilian Open Access Journals are available in several open access domestic initiatives. Open Journal System, from the Public Knowledge Project, is the most used OA technology system for Scholarly Publishing in Brazil, and largely contributed to the evolution of the Brazilian Education System and to the increase of online scientific journals in this country. This presentation is about the evolution of Open Journal System in Brazil and how Open Access strengths the concept of Pervasive Learning in Brazilian University.

Prof. Betsy J. Bannier
Lake Region State College, USA

Betsy Bannier is a tenured Professor of Chemistry Online at Lake Region State College in Devils Lake, North Dakota, and lives near Milwaukee, Wisconsin. She was recently selected as a Solar System Ambassador and provides educational outreach programming through an effort coordinated by NASA’s Jet Propulsion Laboratory. 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 twenty years of experience teaching and coordinating learning activities for curious people of all ages. Her international speaking engagements and research interests currently include global trends in higher education and the motivation of online learnerss.

Speech Title: Distance education 408 km high: International Space Station global education programs

Abstract: The International Space Station (ISS) is arguably the most successful multinational space exploration project in the history of the world. ISS represents twenty years of technological and legal cooperation between fifteen politically diverse nations. Educational programs delivered from the International Space Station are available to us all! Discover a sample of the ISS programs and tools available to scientists, educators, and students worldwide.

Assoc. Prof. Kumar Laxman
University of Auckland, New Zealand

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. He 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 technology and 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. His areas of research interest include mobile learning, collaborative online learning and e-learning instructional design.

Speech Title: Lessons learnt from past research on the modalities of implementing mobile learning initiatives in schools: Nexus between theory and praxis

Abstract: In this presentation, I will be looking at trends and patterns from the findings of studies on mobile learning, what factors contribute to and inhibit effective implementation of mobile learning, what considerations need to be noted in designing mobile learning programs in schools. I will be looking at the ways in which mobile learning can be best planned for and implemented in schools so as to maximize learning efficiency and enhance teaching delivery. I will also examine the strengths and shortcomings of embedding mobile devices in educational design. Finally I will be exploring future trends of pedagogical innovations possible in schools through the use of mobile learning in curricular delivery.