KEYNOTE SPEECHES

Speech Title: Learning Analytics through the Lens of Designing for Children’s Rights

Speech Abstract:

Learning analytics faces many challenges for adoption that range from privacy and ethics to validation beyond large online courses and the perceived lack of benefits for learners and students. However, one can argue that a design deficit contributes to the low uptake of learning analytics coupled with the complex nature of education. I will present the Designing for Children’s Rights (D4CR) Design Principles that can help alleviate some of these challenges. The D4CR design principles have been collectively developed over the last several years by designers, researchers, and practitioners to help guide the design of products and services for children. The design principles are derived from the UN’s Convention on the Rights of the Child and address the legally binding international agreement for children’s rights. Unfortunately, when we investigate the field of learning analytics, we see little concern for these rights and that the children and learners are not always the focus of the work. My talk will introduce the D4CR design principles in the context of different learning analytics projects, focusing on the multiple traces that learners provide across the digital and physical spaces– multimodal learning analytics.

Speaker Bio

Daniel Sipkol is Associate Professor of Computational Thinking at the Center for Digital Education, Departments of Computer Science and Science Education.  His research investigates how people collaborate with multimodal learning analytics (inspired by social signal processing ambient computing). He develops technologies that support learning, play, and reflection. His current work uses physical computing to inspire learners for computational tinkering and thinking.

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Speech Title: Incorporating Artificial Intelligence in K12 Schools

Speech Abstract:

Artificial intelligence (AI) in education is an emerging field in educational technologies. It is unclear to educators how to take advantage of AI for teaching and learning while considering the ethics, embedded biases, and privacy issues around AI. In this presentation, we will discuss current AI integrations (e.g., machine learning, naturally language processing, and robotics) in educational practices and the impact of AI in education and society. We will also discuss the ethical concerns around AI, so that we, as educators and educational technology researchers, can work with AI technologies to truly create new opportunities to help students learn and prepare students for future workforce. 

Speaker Bio

Dr. Lin’s research looks into intersections of mind, brain, technology and learning. Specifically, she has published in areas including creativity, virtual reality, media multitasking, multimedia design, CSCL, critical thinking, computational thinking, and learning in virtual spaces. Lin currently serves as the Director for the Texas Center for Educational Technology (TCET, https://tcet.unt.edu/), and as the Development Editor-in-Chief of the journal Educational Technology Research and Development (ETR&D, http://www.springer.com/11423). She also plays several other leadership roles in affiliated professional associations. Lin is passionate about helping people develop and maintain curious minds and life-long learning with cognitive exercises and new technologies.

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Speech Title: TBA

Speech Abstract:

高校课堂是国家创新人才培养最主要的场所之一，然而，传统高校课堂存在以教师为中心，以讲授模式、直接教学模式和概念教学模式为主，学生高阶思维和能力训练不足，师生交互有限，教学评价无法全面、精准等顽疾。国内外诸多研究表明，信息技术的运用有助于解决传统高校课堂的困境，《地平线报告》十余年的内容也显示信息技术与教育教学深度融合创新是当今全球高校课堂教学改革的重要趋势。本报告在文献综述的基础上重点介绍三个技术支持的高校课堂教学改革实践案例：（1）基于在线课程资源的翻转课堂实践；（2）基于可视化工具的小组探究式学习实践；（3）基于可视化工具的在线论证式教学实践。通过混合研究方法收集三个实践案例中教学效果评价的质性和量化数据，数据分析结果显示，三个实践探索均达到了预期的教改目标和令学生满意的教学效果，经过创新的教学实践和学习体验，学生在专业知识、技能、情感态度等方面有明显的改善，基于三个实践案例，报告最后提出了技术支持的高校课堂教学改革的一些启示和建议。

Speaker Bio

李艳，教授，博士生导师，博士毕业于美国得克萨斯A&M大学农业教育专业，浙江大学教育学院副院长，课程与学习科学系系主任。主要从事远程教育、数字化学习等领域研究。近十多年来主持的课题包括国家自然科学基金面上项目、国家科技创新2030-“新一代人工智能”重大项目“人工智能综合影响社会实验研究”子课题、国家社会科学基金重大项目“人工智能促进未来教育发展”子课题、国家社会科学基金青年项目、全国教育科学规划课题、浙江省哲学社会科学规划课题等。在Computers & Education、British Journal of Educational Technology、Educational Technology Research & Development、Computer Assisted Language Learning、International Journal of STEM Education、Thinking Skills and Creativity、Asia Pacific Journal of Education、Frontier in Psychology、《电化教育研究》、《开放教育研究》、《中国电化教育》、《远程教育杂志》、《现代远程教育研究》、《现代教育技术》、《现代远距离教育》、《华东师范大学学报（教科版）》等）上国内外期刊上发表论文60余篇，担任国内外多本期刊的编委和外审。2013年，入选浙江省“之江青年社科学者”。2014年，入选浙江省151人才工程“第二层次”培养人员，2018年，荣获“浙江大学优质教学一等奖”及“全国第六届教育硕士优秀教师”称号。

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Speech Title: 从华人看世界 – PBL 主题跨域课程培养学生终身学习素养之实证研究

Speech Abstract:

联合国教科文组织(UNESCO)在 2020 年底出版「Embracing a culture of lifelong learning-拥抱终身学习文化」,该报告勾勒出两大终极目标:(1)使终身学习成为教育政策之「主导原则」:所有教育目的都是为培养学生终身学习素养。(2)为人民营造出可提供终身学习机会之「有利环境」:包括学校、家庭与社会。此外,为迈向 2050 年终身学习之愿景,联合国教科文组织认为必须营造学习型社会/社群,以培养学习者高层次思考与学习素养。因应此教育潮流,在台湾教育部推动中小学数字学习深耕计划,每年带领 30-33 间中小学种子学校,以 PBL 主题跨域课程为主,科技为辅,将基础学科能力进行横向整合,融会贯通,解决真实生活问题,落实学用合一。在实务推动的同时,也进行实证研究,采主客观和质量并重之研究方法探讨学生学习素养的改变和教师教学行为模式与学生学习行为模式的转变。(1)首先,根据种子学校之个别实施成果进行后设分析(meta-analysis),有效控制各校的内在效度后,再分析种子学校(以 110 年为例,30 间种子学校 1832位学生)之整合结果。研究结果显示「PBL 主题跨域课程」可有效提升学生学习素养,包括:学习兴趣、自我效能、问题解决态度、学业成绩与实作能力。(2)另外,本计划团队于教学现场实际观测课室中「教」与「学」的转变,运用实时课室行为观测系统,收集每分钟教师的教学行为模式和学生的学习行为模式与其批判思考行为。研究结果显示:教师教学行为从期初「以教师为中心(课堂比例 51%)」的模式,到期末转换为「以学生中心(课堂安排比例 82%)」的模式。(3)在学生学习行为模式,「PBL 主题跨域课程」促进学生高层次的个人建构和互动建构,进而提出问题解决方案与创新作为。最后,在学生批判思考行为,「PBL 主题跨域课程」提供学生真实情境问题以进行有意义的学习,引导学生在学习历程中进入更深层、高阶的逻辑思考,以掌握问题重点并养成严谨的判断能力。综上所述,「PBL 主题跨域课程」除了活用传统教学所着重的知识、理解与应用,更提升学生的学习态度和强化科技应用能力、跨域整合实作能力和高层次思考能力,可有效培育具备终身学习素养的世界公民。

Speaker Bio

Ph.D., Educational Technology, Department of Curriculum and Instruction, Purdue University. Her research interests include E-Learning, Technology-Integrated Implementation into Instruction, Critical Thinking Skills and Disposition, Instructional Design and Research of Critical Thinking, Instructional Design and Research of Creative Thinking, Instructional Design and Research of Problem Solving, Digital Language Learning.