Title: Using Digital Learning Tools to Enhance Academic English Skills: An Individual Difference Perspective
Sherry Y. Chen
Graduate Institute of Network Learning Technology
National Central University, Taiwan
Abstract
English learning covers a wide range of issues, among which the usage of academic English would be stricter and more logical than general English. Thus, how to enhance the ability of academic English is a critical issue. In particular, learning academic English is a challenge to most research students. A number of approaches can be applied to help students face this challenge. In this talk, Dr. Chen will present how her lab uses digital learning tools to help students learn academic English. On the other hand, learners have diverse background, skills and preferences. Thus, she will also report how individual differences affect students’ reactions to such digital learning tools, including gender differences, cognitive styles and prior knowledge.
Biography
Dr. Sherry Y. Chen is currently a Chair Professor at Graduate Institute of Network Learning Technology, National Central University, Taiwan and a Visiting Professor in the School of Information Systems, Computing and Mathematics at Brunel University, UK. In 2010 and 2017, she was granted an Outstanding Scholar Award from the Foundation for the Advancement of Outstanding Scholarship and Ministry of Science and Technology. Her main research interest is to investigate how to develop individualized information space that can accommodate users’ individual differences, including collaborative learning, digital libraries, game-based learning, mobile learning, and web-based learning. She has more than 200 publications in these areas.
讲演题目：MOOC 用于教师培训的可行性论证
汪琼 北京大学计算机软件博士，北京大学教育学院教授，教育技术专业博士生导师。
研究兴趣：信息技术支持的学习环境与学习工具的设计与评估，各类培训和教学资源设计与开发。曾连续十五年参加制订国家教育信息化规划相关的基础研究和全国调研，自1998年开始参与多个国际合作项目，研发教师培训课程，其中开发研制的6门教师网络培训课程已累计培训全国百万老师。曾获北京市信息化先进个人，北京市教学成果二等奖，北大教学成果一等奖。
摘要：MOOC的先天优势可以很好地解决优质教师培训资源的平等获取问题，但是可获取并不代表着有被消费的需求，也不意味着MOOC培训就优于现有的教师发展路径。如果希望大规模、高质量、可持续地提升教师教学能力，MOOC现在能做什么，未来能做什么。基于“教师教学能力提升MOC”项目，我们探索到一些答案，还有更多的未知期待与大家共同发现。
演讲题目：学校如何成为支持创新的社会系统？
张建伟博士现为纽约州立大学奥伯尼分校教育理论与实践系副教授，系主任。他先后在中国和北美从事研究工作，探索如何设计和使用新技术支持学生驱动的协作知识建构和创新过程。 他在长期课堂研究等基础上提出了协作探究过程的结构生成理论来支持学习共同体的开放探究和动态协作。他研发了新型的协作系统：集体思维脉络（Idea Thread Mapper, 简称ITM），帮助每个班级组织反思自己的集体探究方向和知识进展，并进行跨班级分享互动。他的研究工作得到美国国家科学基金会的资助， 曾多次获得国际期刊和会议的最佳论文奖。他现在担任《学习科学杂志》副主编以及《计算机支持协作学习国际期刊》等杂志等编委。
演讲摘要
21世纪的教育需要更好地帮助学生学会创造，以应对未来工作和社会生活的挑战。 新近研究表明，知识创造不简单是天才个体的思想火花的偶然迸发，而是一个持续的社会互动过程。持续的知识创造是在一个社会系统中实现的。在这个系统中，每个团队的成员不断贡献新想法，并在交互对话中审视、发展彼此的想法，实现集体知识的持续推进，同时不断发现新问题、新方向。在一个大的领域中，不同的团队之间会进行持续的互动，激发和提升各自的创造力。如何将学校改造成能支持创新的社会系统？这个主题报告将总结创造性社会系统的核心要素，讨论教育领域需要应对的挑战。我将以“集体思维脉络”（Idea Thread Mapper, ITM）研究项目为例，讨论具体的技术设计和教学实践。希望通过这些研究探索，能够使课堂变为互通互联的知识建构共同体，让世界各地的学生能够相互协作，进行持续探究， 解决有挑战性的问题。
Title: Emerging Educational Technologies in China and the USA: Contrasting and Complimentary Similarities
Short Biography:
J. Michael Spector is a Professor and Former Chair of Learning Technologies at the University of North Texas and a Visiting Professor at the University of Hong Kong. He was previously Professor of Educational Psychology and Instructional Technology, Doctoral Program Coordinator for the Learning, Design, and Technology Program, and a Research Scientist at the Learning and Performance Support Laboratory at the University of Georgia. Previously, he was Associate Director of the Learning Systems Institute, Professor of Instructional Systems, and Principal Investigator for the International Center for Learning, Education and Performance Systems at Florida State University. He served as Chair of Instructional Design, Development and Evaluation at Syracuse University and Director of the Educational Information Science and Technology Research Program at the University of Bergen. He earned a Ph.D. in Philosophy from The University of Texas at Austin. He is a visiting research professor at Beijing Normal University and at East China Normal University. His research focuses on intelligent support for instructional design, assessing learning in complex domains, developing critical thinking skills, and technology integration in education. Dr. Spector served on the International Board of Standards for Training, Performance and Instruction (ibstpi) as Executive Vice President; he is a Past President of the Association for Educational and Communications Technology as well as a Past Chair of the Technology, Instruction, Cognition and Learning Special Interest Group of AERA; he is also an active member of AERA’s Instructional Technology and Learning and Technology SIGs. He is editor of Educational Technology Research & Development and serves on numerous other editorial boards. He edited the third and fourth editions of the Handbook of Research on Educational Communications and Technology, as well as the SAGE Encyclopedia of Educational Technology, and has more than 150 scholarly publications to his credit. He us currently editing the educational technology section of the Routledge Encyclopedia of Education.
Proposed Abstract:
Both China and the USA emphasis the importance of educational technology in developing what many are calling 21st century skills (see, for example, https://tech.ed.gov/netp/ and https://files.eric.ed.gov/fulltext/EJ1067804.pdf). The skills and competencies discussed in these plans target what many are calling 21st century skills - that is to say, creativity and innovation, critical thinking and problem solving, communication and collaboration. These can be abbreviated as the five Cs: (a) communication, (b) collaboration, (c) critical thinking, (d) creativity, and (e) contemplation, with the latter including reflection and self-regulation. This presentation will present a scorecard based on research and exemplar projects to indicate to what extent emerging educational technologies, such as augmented and virtual reality, flipped classrooms, games, personalized learning, and wearable devices, are being used effectively to develop those skills and competencies. Persistent problems in both countries will also be discussed. In addition, the presentation will highlight a holistic and developmental approach to support the sustained development of the five Cs in school children.
主题：工业革命4.0的创新挑战与智慧教育新格局
胡钦太 教授
演讲人简介
华南师范大学副校长，博士、二级教授、博士生导师。现任国家督学、国务院学位委员会教育学学科评议组成员、教育部高等学校教育技术专业教学指导分委员会副主任委员、教育部教育信息化专家组成员、中国教育信息化产业技术创新战略联盟理事长、广东省智慧学习工程技术研究中心主任、国家重点学科教育技术学学科带头人。
胡钦太教授长期致力贯彻教育信息化战略目标，汇聚高等院校、科研机构和教育信息化骨干企业的技术创新能力，追踪教育信息化产业发展需求，协同创新思维，产学研紧密结合，促进教育信息化科学研究、理论与实践的新发展。主持国家社科基金教育学一般课题、国家自然科学基金、“教育部-中国移动科研基金”项目、联合国教科文组织项目、广东省自然科学基金项目、广东省软科学重点研究项目、广东省科技计划项目等各级科研项目30多项。在《教育研究》、《中国电化教育》、《电化教育研究》和《British Journal of Educational Technology》等国际国内权威刊物发表论文七十多篇，出版了专著《信息时代的教育传播研究：理论与实践》、《新媒体的社会教育功能及其传播模式》和《“互联网+”时代的教育信息化理论发展丛书》等。获“第七届高等学校科学研究优秀成果二等奖”、“广东省高等学校教学成果一等奖”、“广东省哲学社会科学优秀成果一、二、三等奖”等。
演讲摘要
人类教育随人类的产生而产生,随人类社会的发展而进化，社会形态的更替和媒介技术的发展，一直是推动教育产生变革的根本性力量。回溯人类教育的发展历程，无论是口语、文字、印刷技术还是电子模拟、多媒体网络交互技术，每一种技术形态的出现都引发了人类教育的革命性变革。
当下，人类站在第四次工业革命的风口浪尖，未来教育的创新与变革，都是以人工智能、大数据、物联网、云计算和虚拟现实等作为核心智能信息技术，牵引着人类教育向智慧教育阶段变革和演进。因此，教师应主动适应信息化、人工智能等新技术变革，结合新理念、新模式、新方法推动教育教学从手段方法到过程结构的系统优化与有效革新。本演讲提出工业革命4.0背景下未来教育的发展变革需要深入理解智慧教育的原理、体系与模式，并从技术领域揭示智慧教育所彰显的智慧特征，阐述智能信息技术与教育融合的发展路径，描绘出新时代智慧教育的新格局。