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


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.   


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


wang qiong.jpg

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。




Title: It takes a social system to raise creativity


Speaker: Dr. Jianwei Zhang

Dr. Jianwei Zhang is associate professor and Chair in the Department of Educational Theory and Practice at the State University of New York at Albany. His research career as a learning scientist extends from China to North America. He currently leads an interdisciplinary team to create technology and education designs for sustaining knowledge building in a network of classrooms. His classroom-based research contributed a reflective structuration approach to co-organizing open-ended inquiry and flexible, opportunistic collaboration over time. This approach is supported through Idea Thread Mapper (ITM) (co-created with computer scientist Mei-Hwa Chen), a new generation platform for sustaining deep inquiry in each classroom with idea interaction across classrooms. Dr. Zhang has been awarded several grants from National Science Foundation and received a number of awards from reputable journals and conferences. He currently serves as Associate Editor of the Journal of the Learning Sciences and as a board member for several other journals.


Education needs to prepare students for creative careers and productive lives in the 21st century. Research on creativity depicts it as a sustained social process for continual idea advancement, which goes beyond individual sparks of “Aha” insights. The sustained process is supported by creative social systems, in which ideas are continually contributed and built upon by interactive peers, leading to collective advances as well as progressive uncovering of deeper problems and higher goals. The sustained inquiry in each team is further supported by interactions across teams that work as a larger interconnected field.  In this talk, I will review the components of real-world creative social systems and stimulate conversations about how we may develop a system of this kind in education with technology support. Using my Idea Thread Mapper (ITM) project as an example, I will discuss new technology and pedagogical designs to support sustained creative inquiry in interconnected classroom communities, which build on one another’s knowledge to investigate challenging problems.

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.



胡钦太 教授



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。