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.
講演題目：MOOC 用於教師培訓的可行性論證
汪瓊 北京大學電腦軟體博士，北京大學教育學院教授，教育技術專業博士生導師。
研究興趣：資訊技術支援的學習環境與學習工具的設計與評估，各類培訓和教學資源設計與開發。曾連續十五年參加制訂國家教育資訊化規劃相關的基礎研究和全國調研，自1998年開始參與多個國際合作項目，研發教師培訓課程，其中開發研製的6門教師網路培訓課程已累計培訓全國百萬老師。曾獲北京市資訊化先進個人，北京市教學成果二等獎，北大教學成果一等獎。
摘要：MOOC的先天優勢可以很好地解決優質教師培訓資源的平等獲取問題，但是可獲取並不代表著有被消費的需求，也不意味著MOOC培訓就優於現有的教師發展路徑。如果希望大規模、高品質、可持續地提升教師教學能力，MOOC現在能做什麼，未來能做什麼。基於“教師教學能力提升MOC”項目，我們探索到一些答案，還有更多的未知期待與大家共同發現。
演講題目：學校如何成為支援創新的社會系統？
張建偉博士現為紐約州立大學奧伯尼分校教育理論與實踐系副教授，系主任。他先後在中國和北美從事研究工作，探索如何設計和使用新技術支援學生驅動的協作知識建構和創新過程。 他在長期課堂研究等基礎上提出了協作探究過程的結構生成理論來支持學習共同體的開放探究和動態協作。他研發了新型的協作系統：集體思維脈絡（Idea Thread Mapper, 簡稱ITM），説明每個班級組織反思自己的集體探究方向和知識進展，並進行跨班級分享互動。他的研究工作得到美國國家科學基金會的資助， 曾多次獲得國際期刊和會議的最佳論文獎。他現在擔任《學習科學雜誌》副主編以及《電腦支援協作學習國際期刊》等雜誌等編委。
演講摘要
21世紀的教育需要更好地説明學生學會創造，以應對未來工作和社會生活的挑戰。 新近研究表明，知識創造不簡單是天才個體的思想火花的偶然迸發，而是一個持續的社會互動過程。持續的知識創造是在一個社會系統中實現的。在這個系統中，每個團隊的成員不斷貢獻新想法，並在交互對話中審視、發展彼此的想法，實現集體知識的持續推進，同時不斷發現新問題、新方向。在一個大的領域中，不同的團隊之間會進行持續的互動，激發和提升各自的創造力。如何將學校改造成能支援創新的社會系統？這個主題報告將總結創造性社會系統的核心要素，討論教育領域需要應對的挑戰。我將以“集體思維脈絡”（Idea Thread Mapper, ITM）研究專案為例，討論具體的技術設計和教學實踐。希望通過這些研究探索，能夠使課堂變為互通互聯的知識建構共同體，讓世界各地的學生能夠相互協作，進行持續探究， 解決有挑戰性的問題。
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.
主題：工業革命4.0的創新挑戰與智慧教育新格局
胡欽太 教授
演講人簡介
華南師範大學副校長，博士、二級教授、博士生導師。現任國家督學、國務院學位委員會教育學學科評議組成員、教育部高等學校教育技術專業教學指導分委員會副主任委員、教育部教育資訊化專家組成員、中國教育資訊化產業技術創新戰略聯盟理事長、廣東省智慧學習工程技術研究中心主任、國家重點學科教育技術學學科帶頭人。
胡欽太教授長期致力貫徹教育資訊化戰略目標，彙聚高等院校、科研機構和教育資訊化骨幹企業的技術創新能力，追蹤教育資訊化產業發展需求，協同創新思維，產學研緊密結合，促進教育資訊化科學研究、理論與實踐的新發展。主持國家社科基金教育學一般課題、國家自然科學基金、“教育部-中國移動科研基金”專案、聯合國教科文組織專案、廣東省自然科學基金專案、廣東省軟科學重點研究項目、廣東省科技計畫專案等各級科研專案30多項。在《教育研究》、《中國電化教育》、《電化教育研究》和《British Journal of Educational Technology》等國際國內權威刊物發表論文七十多篇，出版了專著《資訊時代的教育傳播研究：理論與實踐》、《新媒體的社會教育功能及其傳播模式》和《“互聯網+”時代的教育資訊化理論發展叢書》等。獲“第七屆高等學校科學研究優秀成果二等獎”、“廣東省高等學校教學成果一等獎”、“廣東省哲學社會科學優秀成果一、二、三等獎”等。
演講摘要
人類教育隨人類的產生而產生,隨人類社會的發展而進化，社會形態的更替和媒介技術的發展，一直是推動教育產生變革的根本性力量。回溯人類教育的發展歷程，無論是口語、文字、印刷技術還是電子類比、多媒體網路交互技術，每一種技術形態的出現都引發了人類教育的革命性變革。
當下，人類站在第四次工業革命的風口浪尖，未來教育的創新與變革，都是以人工智慧、大資料、物聯網、雲計算和虛擬實境等作為核心智慧資訊技術，牽引著人類教育向智慧教育階段變革和演進。因此，教師應主動適應資訊化、人工智慧等新技術變革，結合新理念、新模式、新方法推動教育教學從手段方法到過程結構的系統優化與有效革新。本演講提出工業革命4.0背景下未來教育的發展變革需要深入理解智慧教育的原理、體系與模式，並從技術領域揭示智慧教育所彰顯的智慧特徵，闡述智慧資訊技術與教育融合的發展路徑，描繪出新時代智慧教育的新格局。