teacher

Prof. Lau Bee Theng
Swinburne University of Technology Sarawak, Malaysia
 

Dr Lau Bee Theng is currently a professor in ICT and the Director School of Research, Swinburne University of Technology Sarawak Campus. She has been actively contributing to her research areas with various edited books, peer reviewed journals, conference proceedings, masters by research and PhD completions, and funded research projects on assistive technologies for special children, facial expression recognition-based communication, social skills acquisition with animations, real time behaviour recognition, smart technologies for the visually impaired, creative art therapies for Autism, STEM education etc. In addition, she also involves actively in community services working with special education schools, NGOs for the people with visual impairment and other disabilities. She is a Senior Member of IEEE and Association of Computing Machinery, Professional Technologist (Malaysia Board of Technologist) and Certified Tester (International Software Testing Qualifications Board). She has involved actively in national and international professional bodies in the executive committees, education, professional and humanitarian projects, winner of IEEE Malaysia Outstanding Volunteer 2018 and IEEE Asia Pacific Outstanding HTA Volunteer 2021.

Speech Topic: Emotion Speech Recognition with a Hybrid LSTM-Transformer Model

Abstract:  Emotion is a vital component in daily human communication and it helps people understand each other. Emotion recognition plays a crucial role in developing human-computer interaction and computer-based speech emotion recognition. In a nutshell, Speech Emotion Recognition (SER) recognizes emotion signals transmitted through human speech or daily conversation where the emotions in a speech strongly depend on temporal information. Despite the fact that much existing research showed that a hybrid system performs better than traditional single classifiers used in SER, there are some limitations in each of them. As a result, this paper discussed a proposed hybrid Long Short-Term Memory (LSTM) Network and Transformer Encoder to learn the long-term dependencies in speech signals and classify emotions. Speech features are extracted with Mel Frequency Cepstral Coefficient (MFCC) and fed into the proposed hybrid LSTM-Transformer classifier. A range of performance evaluations was conducted on the proposed LSTM-Transformer model. The results indicate that it achieves a significant recognition improvement compared with existing models offered by other published works. The proposed hybrid model reached 75.62%, 85.55%, and 72.49% recognition success with the RAVDESS, Emo-DB, and language-independent datasets.

 

teacher

Prof. Mideth B. Abisado

National University, Philippines

 

Dr. Mideth Abisado is an Associate Member of the National Research Council of the Philippines and a Board Member of the Computing Society of the Philippines Special Interest Group for Women in Computing. She is the Coordinator for the National University (NU) Computing Research Center. She heads the University’s Philippine Center for Social Media Analytics Laboratory. Her research team currently works on using Social Media for Public Health Surveillance, specifically disease surveillance and monitoring. The study aims to detect trends in social media posts on emerging infectious diseases in the Philippines, using low-resourced languages to understand the context of a social media post. Machine learning and natural language processing principles are used in the study. It is well anticipated that policies based on dashboard analytics will help prevent the surge or emergence of an outbreak or pandemic and decrease the risk of economic loss. She is a program lead of research projects funded by the Department of Science and Technology (DOST) and the Commission on Higher Education (CHED). Her research focuses on Social Computing, Emphatic Computing, and Human Language Technology. She has twenty-three years of experience in education and computing research.

Speech Topic: Promoting Sustainable Development Towards Better Governance and Digital Democracy through 
E-participation Initiatives Using Artificial Intelligence

Abstract: The role of public participation in environmental planning has become important. Proponents must collect (and act on) evidences, opinions, and perspectives from all affected citizens to achieve environmental conservation and wise management in decision-making and public participation. In this case, the public must be well-informed to participate effectively. In the late 1960s and early 1970s, decision-makers and authorities dominated public meetings, which limited citizen involvement. For that reason, ICT allows citizens to participate in political processes, promoting democracy. Held's model of participatory democracy suggests the need for citizens and CSOs to participate in an open debate; therefore, it is necessary to create a space that balances anonymity and credibility through information security and ethics for debate and decision-making on conflicts where citizens have differing perspectives and concerns. In democratic reform, promoting mass deliberation is a major issue. On the other hand, not everyone will participate because some believe their elected representative looks out for their interests. Research on e-government and e-participation refocuses government on citizens and businesses and provides models, technologies, and tools for participatory decision-making. UN reports emphasize that in modern times, countries must go beyond addressing the Digital Divide, and focus on the "access divide," considering factors such as the uptake of technology tools and devices; e-government; e-learning; technology culture; and telecommunications. Despite the limited resources, most government agencies want to improve their online presence as these efforts aim to efficiently deliver information and services to internal and external audiences. In this talk, the use of Artificial Intelligence, particularly Natural Language Processing and Machine Learning is deemed to promote Sustainable Development through e-participation for good governance.

 

Assoc. Prof. Yifen Yin

Macao Polytechnic University, China

Yifen Yin received his PHD Degree in Public Administration in Peking University in 2006. His research interests include public administration and public policy, civil service and regional governance. Currently, he holds the associate professor in Macao Polytechnic University. He has published two works: Macao civil service reform after the return and Macao SAR government reform and corporate governance in social sciences academic press (CHINA). His paper also appeared in recognized journals such as Chinese Public Administration and Journal of Public Management. It deserved to be mentioned his paper “Network governance:the new frame work of public administration” published at Journal of Public management has been the most cited article since the inception of the journal.

 

teacher

Assoc. Prof. Habibah Ab Jalil

Universiti Putra Malaysia, Malaysia

 

Assoc. Prof. Dr. Habibah Ab Jalil is a Deputy Dean (Graduate Studies and International) at the Faculty of Educational Studies, Universiti Putra Malaysia (UPM). As an Educational Technologist, she actively leads various research and consultation related to the field. At the international level, she is an Hon. Member of Governing Body for the IIMTS Ltd. UK. She has been involved in UNESCO projects since 2016 and led the group for a policy brief development on ICT-Driven Innovation in Higher Education in Asia-Pacific. She is the key person/corresponding scholar of UNESCO-ICHEI-UPM collaboration to initiate a Smart Classroom project deployment as 'infrastructural support' at UPM for academics/teachers training on latest technologies in Asia-Pacific and the establishment of national center for International Institute of Online Education (IIOE), Malaysia. At the national level, she was a member of MEIPTA and was involved in the development of various national policies including National policy on e-Learning (DePAN), Malaysian MOOC Development Guideline, National Open Educational Resources and National Gamification. At the University level, she was a Coordinator and Associate Fellow of Teaching and Learning Innovation Division, Research Centre for Academic Development (CADe), Universiti Putra Malaysia. At present, she is the Coordinator of the Research Centre of Excellence for Innovative Learning Sciences (INNOVATE) and Advisor of the Putra Future Classroom (PFC), the first teaching and learning Research Centre of Excellence and smart classroom in UPM.

Speech Topic: Learners' Agility and Future Readiness Based on Learning Experience, University Curriculum and Ecosystem: Malaysia Higher Education Experiences

Abstract: Today’s university students require agility and future readiness more than ever to succeed in a volatile, uncertain, complex, and ambiguous (VUCA) world. It has also been demonstrated that the ability to respond quickly, make well-informed decisions, and adjust to rapid growth predicts future readiness. However, there is a paucity of empirical evidence addressing the role that university curriculum, learning ecosystems, and learning experiences, as experienced by university students, play in the development of these skills. As a result, the purpose of this study is to investigate the behaviours of Malaysian students regarding their future education, as well as the students’ levels of agility and their perceptions of the future learning experience, curriculum, and ecosystem in higher education. The survey results of students from 16 Malaysian universities were examined to determine if these three factors affected students’ learning agility and how well learning agility predicts students’ future readiness. The findings indicate that university learning experience, ecosystem, and curriculum have a positive and significant impact on learning agility and future readiness. In addition, the findings revealed that student agility plays a crucial role as a mediator in the relationships between student learning experience, university learning ecosystem, and curriculum and student future-readiness. These findings shed light on the significance of future-ready education, which is supported by a dynamic learning ecosystem that gives students and communities enduring values and experiences that help them to comprehend the promise for a flourishing future provided by a VUCA environment. The empirical model developed in this study, which displays the relationships between these variables in higher education contexts, may help policymakers in making more evidence-based decisions.

 

teacher

Assoc. Prof. Mah Boon Yih

Universiti TeknologiMARA (UiTM), Malaysia

Assoc. Prof. Dr Mah Boon Yih, who is also a Microsoft Certified Educator, Microsoft Innovative Educator Master Trainer (2021-2022), Microsoft Innovative Educator Expert (2021-2022) and Graduate Technologist, is an Associate Professor at the Academy of Language Studies, UiTM Penang Branch, Malaysia. He holds three degrees: PhD (E-learning), MA (Applied Linguistics), and BAEd (Hons) in ELS. As the outcome of his doctoral thesis, Dr Mah has become the founder of Web-based Cognitive Writing Instruction (WeCWI), an award-winning hybrid e-framework for instructional design and language development, as well as WeCWI Integrated Solutions (WeCWIIS), a solution-driven web-based consultancy at https://www.wecwi.com. Dr Mah is included in Who’s Who in Science and Engineering 2011-2012 & 2016-2017, Who’s Who in Asia 2012, 2000 Outstanding Intellectuals of the 21st Century (7th and 9th Editions), Top 100 Educators 2012, Dictionary of International Biography (36th-38th Editions), Who’s Who in the World 2013-2015, Top 100 Professionals 2015, Leading Educators of the World 2015, and 50 Fabulous Edutech Leaders 2019. In addition, he is also the winner of the World Education Congress Global Awards 2016: Education Leadership Award (for Excellence in Education, Leadership & Teaching), Rector’s Special Award 2017, Award for Excellence in eLearning 2019, The Top Best E-learning Award 2020, and Anugerah Pengajaran (Kelompok Sains Sosial dan Kemanusiaan) in UiTM AAU2020.

Speech Topic: WeCWI-Enhanced 21CLD: The Manual of Tech Tools for 21st Century Learning Design

Abstract: One of the resolutions to reflect on the COVID19 outbreak in the UNESCO International Commission on the Futures of Education meeting on 8 April 2020 is the need to prioritise human solutions. According to the World Economic Forum, one way COVID-19 may affect how future generations are educated is by redefining the educator's position. Therefore, educators should begin to develop or apply the tech tools that may lead to the future continuance of online pedagogies. As stated in the WeCWI and the Science of Instruction, an educator's role is to be transformed into a Web-based Cognitive Instructor (WeCI) and Web-based Cognitive Language Instructor (WeCLI) by designing a personalised learning environment through developing a pedagogy-supported instructional tool to be integrated into the lesson. To help students learn more effectively, educators worldwide seek to create rich learning environments by merging existing tech tools with relevant pedagogies in the lesson. However, how can educators design learning activities that better prepare students for life and work in the 21st century? To answer this question, WeCWI-enhanced 21CLD is created a tech tools manual, which is a synergy between WeCWI (know-what) and 21CLD (know-why) to transform learning into an enriched pedagogical experience (know-how), which offers six pedagogical tasks: Read to construct knowledge; write to communicate skilfully; discuss to collaborate; learn electronically using ICT; design to self-regulate, as well as innovate to solve the real-world problems. 21st Century Learning Design (21CLD) offers globally evaluated rubrics and a practice-based curriculum to assist educators in changing how they create better learning experiences for their students. To achieve the five core competencies (4C1V) of 21st Century Learning (21CL), four components of WeCWI—reading, writing, discussion, and e-learning—are integrated with the six critical skills of 21CLD, including knowledge construction, skilled communication, collaboration, self-regulation, the use of ICT for learning, as well as real-world problem-solving and innovation. Since 21CLD is one of Microsoft's focus areas for transforming education, educators' knowledge of 21CLD in using Microsoft tech tools is validated via the Microsoft Certified Educator exam.

Keywords—Web-based Cognitive Writing Instruction (WeCWI), WeCWI-enhanced 21CLD, tech tools, 21st Century Learning (21CL), 21st Century Learning Design (21CLD)