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 computing and communication technologies has significantly changed the conception of teaching and learning in the past decades. Such a paradigm shift has attracted the attention of researchers from both the fields of computer science and education technology, who have tried to conduct various experimental e-learning studies to improve students’ learning performances. However, it is found that finding a valuable and innovative research topic is a challenging task for most researchers. Many papers submitted to well recognized journals are rejected owing to the lack of innovations in the studies. In this talk, Prof. Hwang is going to present the strategies for finding innovative e-learning research topics as well as the criteria of publishing a quality paper. In addition, several authentic examples will be given to demonstrate how the value of an e-learning study can be promoted.
Dr. Denis Gillet leads the Interaction Systems Group at the Swiss Federal Institute of Technology in Lausanne (EPFL), where he is also a board member of the Center for Learning Sciences and affiliated with the Center for Intelligent Systems. He served as an associate editor of the IEEE Transactions on Learning Technologies and is a member of the IEEE Education Society Standards Committee. Dr. Gillet is the technical coordinator of a series of European initiatives in technology enhanced learning, such as Go-Lab, a multi-million euro innovation action for STEM education with online labs. He is also collaborating with UNCTAD and non-governmental organizations for supporting digital capacity building and tackling the SDGs in developing countries, especially in West Africa and the MENA region. He is currently leading the Swiss Digital Skills Academy, a national initiative for promotion open educational resources and platforms. Dr. Gillet is the co-founder and the President of the Swiss EdTech Collider, an incubator for startups and nonprofit enterprises in digital education. He is also to co-founder and the President of the Graasp.org Association promoting digital education and open science solutions for social impact.
Abstract: Implementing blended learning on a large scale is a real challenge for educational institutions. Before the pandemic, it was mainly done on a small scale by tech-savvy early adopters. Currently, with the necessary acceleration of digitalization in education, all educators should be onboarded. This requires new incentivizing and training policies, risk-taking mindsets for both the individuals and the institutions, as well as easy and ready to use digital resources and platforms. It also requires learning and impact analytics to assess the effectiveness of the new pedagogical and technological approaches and solutions implemented. In this talk, we will discuss the nature and the importance of open educational resources and platforms to facilitate sharing between educators and institutions. We will also discuss how to build analytics at the right granularity level for the right educational stakeholder while preserving privacy. Two Swiss national initiatives tackling these challenges will be presented.
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.