Keynote & Invited Speakers
Monday, June 24th
Don’ts and Do’s for ICT in Teaching and Learning: What Does the Research Say?
Paul Kirschner, Open University, The Netherlands
Abstract : Mark Twain once said that “In religion and politics, people’s beliefs and convictions are in almost every case gotten at second hand and without examination”. Unfortunately this is also true in present day education, especially with respect to the use of multimedia (MM) and other information and communication technologies (ICTs). We see this not only in schools and universities, but also in teacher education and teacher training. Educational technologists, educational reformers, instructional designers, local and federal politicians, teachers, school managers, and advisory groups are all jockeying to show how innovative and up to date they can be, based not upon good science but rather upon commonly held but often unproven and/or untrue beliefs. As a result, we spend a lot of time. effort and money implementing so-called innovations in education making use of MM and ICTs while there is often little to no scientific research to support what is being done. And what is the root of all of this? What we see being implemented in schools and universities is most often not based on good science (and specifically the cognitive and educational psychological sciences) and/or good scientific research, but rather upon beliefs, plausible sounding rationale and/or arguments often propagated by educational gurus with little knowledge of education and teaching, and poorly designed research. We will look at a number of these myths from the perspective of what cognitive science and good research in the field has to say about them and will also offer suggestions as to what we should do.
Biography: Paul A. Kirschner (1951) is Distinguished University Professor and professor of Educational Psychology at the Open University of the Netherlands as well as Visiting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the University of Oulu, Finland where he was also honoured with an Honorary Doctorate (doctor honoris causa). He is an internationally recognised expert in the fields of educational psychology and instructional design. He is Research Fellow of the American Educational Research Association and the Netherlands Institute for Advanced Study in the Humanities and Social Science. He was President of the International Society for the Learning Sciences (ISLS) in 2010-2011, member of both the ISLS CSCL Board and the Executive Committee of the Society and he is an AERA Research Fellow (the first European to receive this honour). He is currently a member of the Scientific Technical Council of the Foundation for University Computing Facilities (SURF WTR) in the Netherlands and was a member of the Dutch Educational Council and, as such, was advisor to the Minister of Education (2000-2004). He is chief editor of the Journal of Computer Assisted Learning, commissioning editor of Computers in Human Behavior, and has published two very successful books: Ten Steps to Complex Learning (now in its third revised edition and translated/published in Korea and China) and Urban Legends about Learning and Education (also in Dutch, Swedish, and Chinese). He also co-edited two other books (Visualizing Argumentation and What we know about CSCL). His areas of expertise include interaction in learning, collaboration for learning (computer supported collaborative learning), and regulation of learning.
Tuesday, June 25th
Johannes Heinlein, edX, United States
Abstract: In the past decade digital technologies have transformed countless areas of life, from healthcare to workplace productivity to entertainment and publishing. During the same time, education has not been subject to the same degree of transformation.
EdX, a nonprofit online learning destination and MOOC (massive open online course) provider founded by Harvard and MIT, aspires to reinvent education through technology innovation and partnerships between academic institutions, governments, the private sector and beyond. EdX’s mission is to increase access to high-quality education for anyone, anywhere; to enhance teaching and learning online and on campus; and to advance research into teaching and learning.
In this talk, Johannes Heinlein, VP of Strategic Partnerships at edX, will discuss the future impact of technology and how edX is working with its partner
s to reinvent education on a global scale through collaboration on digital strategies, innovation of educational pathways and implementation of stackable credentials such as MicroMasters programs. He will touch upon edX’s Reimagine Education goals, and outline how educators, researchers and others can work together on articulating a vision of the education of the future.
Biography: Johannes Heinlein is vice president of strategic partnerships for edX, leading university partnership and collaboration initiatives. Prior to joining edX, Johannes served as director in the Office of the President and Provost of Harvard University where he was responsible for the planning and execution of university-wide transformations in strategy and operations. Prior to joining Harvard, Johannes worked in the public sector and for global industry leaders, to develop and implement change management and program strategies. Johannes holds degrees from the University of Hamburg, Germany, the University of Edinburgh, Scotland and the University of Strathclyde, Scotland.
Wednesday, June 26th
The Future of “Text”books
Beat Döbeli Honegger, Institute for Media and Schools, Switzerland
Abstract: It seems obvious – especially in the context of the EdMedia conference – that textbooks will not only consist of text in the future. It is already less clear to what extent they will still be recognizable as books, i.e. as a linearized collection of content with a didactic red thread. But the future of textbooks is not only determined by technical and didactic factors. Textbooks exist in an ecosystem of economic, legal and political framework conditions. The potential of digitalization can only be exploited for future textbooks if all stakeholders share this understanding and coordinate their actions, Scotland
Beat Döbeli Honegger holds a doctorate in computer science from ETH Zurich. He is a professor at the Pädagogische Hochschule Schwyz in Goldau (Switzerland) and heads the Institute for Media and Schools. He has been teaching and researching all aspects of digitalization in education for 20 years. In Switzerland, he was involved in the development of the “Media and Computer Science” curriculum as part of the “Lehrplan 21” and initiated one of the first projects with personal smartphones in a primary school in 2009. In the German-speaking ed-tech-community Beat is known for his public hypertext lexicon “Beats Biblionetz” (https://beat.doebe.li/bibliothek).
Thursday, June 27th
Sian Bayne, Centre for Research in Digital Education,
Edinburgh Futures Institute & The University of Edinburgh, Scotland
Near Future Teaching
Abstract: Within universities there is a growing trend to apply futures thinking to our teaching and learning, often as a way of understanding how digital shifts are affecting education. This kind of work tends to
be characterised by its focus on speculative, big ideas, and by collaborative ways of working which
engage with as wide a group of people as possible. At The University of Edinburgh the Near Future Teaching project has taken this approach to design a future for digital education. We have worked with 400 students, staff and other stakeholders to define a set of values and build a vision for a preferred future for our teaching with technology.
This presentation will show the approach we used, and then set out a vision and aims for a near
future teaching which is community-focused, post-digital, data fluent, playful, assessment-oriented
and boundary-challenging. I will also explore some of the key themes we worked with – including the ‘hollowing out’ of the campus, automation of teaching, creativity and diversity – and speculate on the implications of these
for how we plan our digital futures.
Biography: Sian Bayne is Professor of Digital Education and Assistant Principal for Digital Education at The University of Edinburgh. She is also Director of Education at the new Edinburgh Futures Institute (https://efi.ed.ac.uk/). She directs the Centre for Research in Digital Education, where her research is currently focused on higher education futures, interdisciplinary approaches to researching digital education and digital pedagogy. More information about her work is on her web site at: http://sianbayne.net
Friday, June 28th
Learning Analytics: What is it and what is its role in education?
Barbara Wasson, Centre for The Science of Learning and Technology, University of Bergen, Norway
Abstract: Learning Analytics (LA) has emerged over the past 8 years as a promising field of research and domain of practice. With roots in AI in Education, Educational Data Mining (EDM), and Big Data, the field comprises research into the challenges of collecting, analyzing and reporting data with the specific intent to improve learning and the contexts in which it occurs. In this talk I will give an overview of the field and reflect on its role in education using examples from current projects.
Biography: Barbara Wasson, Director of the Centre for The Science of Learning and Technology (SLATE), University of Bergen, Norway is a full Professor in the Department of Information Science & Media Studies. She was one of the founders of Kaleidoscope, a European Network of Excellence on Technology Enhanced Learning, and is often used as and Expert evaluator by the European Commission. Wasson has been involved in research on technology enhanced learning since her Masters research starting in 1983. While a Ph.D student in Canada she was involved in the design of pedagogical agents for content planning in Intelligent Tutoring Systems. Before moving to Norway in 1991, Wasson was an advanced educational research specialist on Marlene Scardamalia and Carl Bereiter’s Computer Supported Intentional Learning Environment (CSILE) Project at the University of Toronto, Canada, the first funded research project in the area of networked learning in the classroom. Subsequent to moving to Norway, Wasson’s research has focused on collaborative learning in distributed settings (CSCL), mobile learning, interaction design, e-assessment, teacher inquiry, learning analytics, and pedagogical agents. Wasson is/has been PI for numerous national and international projects and has over 120 publications in the field of Technology Enhanced Learning.
Invited Speakers & Panels
Tuesday, June 25th
Invited Panel: The Future of Higher Education
Abstract: Todays’ society puts a lot of pressure on higher education. The expectations are high. Higher education has to deliver on quality and effectiveness and still has to be affordable to everyone. Alumni have to be ready for a continuously changing labour market. The quality of education has to be at top level and beat international and national competition. Professors have to have competence in their field of research and in the field of teaching, didactics and educational technology.
In this panel we are asking three educational experts for their help. How should a higher educational institute look like in modern society? How to achieve the institutional goals and how to meet the expectations of society?
Higher Education in Transition: From Fixed to Flexible Curricula
Professor Joke Voogt – University of Amsterdam, Netherlands
The University of the Future? Should Go Back to Its Very Roots (and ICT can help a lot)
Professor Lorenzo Cantoni – Universita della Svizzera Italiana, Switzerland
Education for Better Futures: The Duality of Digital Learning
Professor Mark Brown – Dublin City University, Ireland
Moderator: Professor Theo Bastiaens – Open University, Netherlands
Thursday, June 27th
Why We Must Continue Exploring Personal Learning Environments
Abstract: In order to untangle the learning process in the digital age, it is necessary to develop a deep understanding of Personal Learning Environments (PLEs). The recognition of the socio-material nature of PLEs implies radical changes in the current understanding of educational ecology that suggest not only a different perspective about how we see ourselves—as learners and agents of our learning—but how we could learn and how we must teach. Research about PLEs has revealed them to be a central idea of the pedagogy of the abundance, but one that does not limit personalization to the use of data to predict or enable learning
trajectories. Also, the research exposes that the development of the PLE concerns not only digital competencies but the empowerment of people to enact the learning competencies critically, to be an engaged learner in the digital era.
Biography: Linda Castañeda holds a Ph.D. in educational technology and is an associate professor in educational technology at the Faculty of Education, and member of the Group of Research in Educational Technology (GITE) of the University of Murcia, in Spain. Thanks to her educational background in pedagogy, she has a strong interest in making EdTech research more pedagogical.