Dr. Gwo-Jen Hwang is currently a Chair
Professor at the National Taiwan University of Science and Technology.
Dr Hwang serves as an editorial board member and a reviewer for more
than 30 academic journals of educational technology and e-learning. He
is currently the Editor-in-Chief of Australasian Journal of Educational
Technology (SSCI), Computers & Education: Artificial Intelligence,
International Journal of Mobile Learning and Organisation (Scopus, Q1),
and Journal of Computers in Education (Scopus, ESCI) as well as
Associate Editor of IEEE Transactions on Education (SCI). He has also
been the principal investigator of more than 100 research projects
funded by Ministry of Science and Technology as well as Ministry of
Education in Taiwan. His research interests include mobile and
ubiquitous learning, flipped learning, digital game-based learning, and
artificial intelligence in education.
Dr. Hwang has published more than 750 academic papers, including more than 350 journal papers and 350 conference papers. Among those publications, more than 250 papers are published in SSCI journals. Owing to the reputation in academic research and innovative inventions in e-learning, he received the annual most Outstanding Researcher Award from the Ministry of Science and technology of Taiwan in the years of 2007, 2010 and 2013 as well as the Excellent Teacher Award from the Ministry of Education of Taiwan in 2019. Moreover, in 2016, he was announced by Times Higher Education as being the most prolific and cited researcher in the world in the field of social sciences (https://www.timeshighereducation.com/news/ten-most-prolific-and-most-cited-researchers).
Abstract: The advancement of artificial intelligence (AI) technologies has attracted the attention of researchers in the globe. However, it remains a challenging task for educational technology and computer science researchers to apply AI technologies to school settings, not to mention designing AIED (Artificial Intelligence in Education) studies. In this talk, Prof. Hwang is going to introduce the basic conceptions and applications of AI in educational settings; following that, potential research issues and research designs of AIED are presented. In addition, several examples are given to demonstrate how to publish AIED studies in quality journals.
Dr. Eldon Y. Li is currently Chair Professor in the Department of Information Management at Taiwan National Chung Cheng University and Professor Emeritus at California Polytechnic State University (San Luis Obispo) in the U.S. He formerly was a visiting Chair Professor at Shanghai Tongji University (2018-2021), Chair Professor and Director of Ph.D. Program in Business at Taiwan Chung Yuan Christian University (2018-2020), University Chair Professor and department chair of the Department of Management Information Systems at National Chengchi University (NCCU), Taiwan (2003-2018), and adjunct Chair Professor at Asia University, Taiwan (2017-2019). He holds a bachelor's degree (1971/9-1975/6) in international trade from NCCU and both an MSBA degree (1977/9-1978/12) in management information systems and a Ph.D. degree (1979/1-1982/5) in information systems and quantitative sciences from Texas Tech University. He was the Dean of College of Informatics and Director of Graduate Institute of Social Informatics at Yuan Ze University, Chung Li, Taiwan (2003-2005), the Founding Director of Graduate Institute of Information Management, National Chung Cheng University, Chia Yi, Taiwan (1994-1996), and the Coordinator of Management Information Systems Program, California Polytechnic State University, San Luis Obispo, USA (1986-1989; 2001-2003). He has published over 300 papers in electronic business, service innovation, decision systems, human factors in information technology (IT), strategic IT planning, software engineering, total quality management, information management, and business management. His papers have appeared in top journals such as Communications of the ACM, Communications of Association for Information Systems, Computers & Education, Decision Support Systems, Information & Management, Journal of Association for Information Systems, Journal of Management Information Systems, Omega, Research Policy, among others. He is currently the Editor-in-Chief of International Journal of Electronic Business (IJEB) and Journal of Business and Management (JBM).
Dr. Shakil Akhtar is currently Professor of IT and Computer Science at Clayton State University. He has a Ph.D. from Wayne State University in Computer Engineering, and M.S. and B.S., both in Electrical Engineering, from King Fahad University of Petroleum and Minerals, Dhahran, Saudi Arabia, and University of Peshawar, respectively. He was a Professor in the College of Information Technology at UAE University from 2002 to 2007 (Interim Dean 2002-03). During 2000 to 2002, he was a Performance and Simulation Engineer at Lucent Technologies in Naperville, Illinois, where he was responsible for performance analysis and simulation of telecommunications equipment including third generation mobile systems. His prior work experience includes Computer Science/Engineering Departments at Central Michigan University, University of Toledo, and King Fahad University of Petroleum and Minerals, Dhahran, Saudi Arabia. His main research interests are Reliability Modeling, Performance Modeling, Cyber security, CS/IT Education and Simulation of Computer Networks.
Abstract: We discuss the challenges of teaching and learning because of the COVID-19 pandemic. The year 2020 started with the coronavirus outbreak with consequences for nearly all aspects of human life, including businesses, office work, and personal interactions. Almost all activities that are deemed non-essential have become remote, relying heavily on online interfaces, and this virtual lifestyle has been referred to as a “new normal” for people globally. Academic institutions have been particularly impacted, with the pandemic disrupting the way that colleges and universities hold classes and interact with students. Most institutions cancelled in-person classes starting middle of Spring 2020 and switched to online-only instruction. This sudden mid-semester change has posed difficult challenges both for instructors and students. The situation has compelled both teachers and students to adapt quickly to the new reality of online education. In some cases, instructors who have had no prior online teaching experience were initially reluctant to teach their courses in an online format. To address this issue, many instructors have used variations of pedagogical techniques used in their traditional onsite classes. On the other hand, students who have traditionally taken courses in person and were forced to switch to online learning have faced their own unique challenges. With more than one year into pandemic, many teachers and students are still not accustomed to a 100% remote online teaching and learning environment. This has resulted in sedentary lifestyles and negatively impacted both the mental and physical health of teachers and their students. A key challenge for educators in these times isto keep students engaged and to ensure a productive learning experience. We discuss the impact of the pandemic on teaching and learning for students who were registered for onsite classes but had to switch to online offerings, the E-Technology techniques, and tools to deal with the challenges of E-Education, and how the pandemic has affected our society in general leading to an E-Society. We discuss shifts in teaching methods required of faculty during this transition.
Dr. Prof. Hui-Wen Vivian Tang is currently Professor of the Institute of Common Education of Ming Chuan University. In 2007, she received an Ed.D in educational leadership and counseling from Texas A & M University, Kingsville, Texas, USA. Her current research focuses on leadership development, emotional intelligence, cross-cultural studies, multiple criteria decision making and teacher education. She is currently the Dean of Institute of General Education and the Director of Teacher Education Center, Ming Chuan University. Prof. Tang is a lifelong member of the Emotional Intelligence Training and Research Institute (EITRI) organized by a collegial association located in Corpus Christi, Texas, USA, and formerly the chief editor of “Journal of Applied English”.
Abstract: Research on the
diffusion of technology to enhance language learning has proliferated
across five decades, putting forward a fruitful of renewed insights into
the research dynamics and evolution of technology-enhanced language
learning(TELL). As a field that continues to evolve and challenge
practitioners and researchers, sustainable efforts are underway to
characterize bibliometric information of a given utility within the full
spectrum of TELL, such as e-learning, mobile-assisted language learning
(MALL), VR, LMOOCs, gamification, Social and Open Language Learning
(SOLL), etc. Aiming at capturing bibliometric properties and
meta-analytic characteristics of published papers, the proposed 2-year
bibliometric and meta synthesis study intends to exploit a full account
of research path and tendency of TELL research on the core collection of
Clarivate Analytics’ Web of Science database (WoS) from 1996 to 2021.
HistCite 12.3 and Vosviewer 1.6.13 will be utilized to gauge research
tendency and thematic notions of TELL literature.
The study entails a two-phase investigation, involving (1) descriptive bibiolemmtrics, citation performances and historiographical maps for cluster/network analysis by HistCite 12.3. (2) Bilbliometric properties graphically presented to visualize significant clusters of works by Vosviewer 1.6.13, As a field that continues to evolve and challenge practitioners and researchers, the present study, from an ontological perspective, will open up new avenues for follow-on TELL research and practices. The promise of TELL has accelerate pedagogical shifts from traditional to technology-based teaching, which has drawn on multiple advantages and challenges for language teachers and researchers. Bibliometric and meta-analytic research on diffusion of technology to language learning is an ongoing journey rather than a destination, which requires continuing efforts to consolidate intellectual knowledge and dynamicity of the TELL literature across times, discipline domains and contexts.