Keynote Speakers

Professor John Hattie

Professor John Hattie
Laureate Professor and Deputy Dean of MGSE,
Director of the Melbourne Education Research Institute, Melbourne Graduate School of Education,
University of Melbourne, Carlton, Victoria, Australia

Keynote Talk
Title : Maximising student and teacher learning in higher education


The Visible Learning model will be used to outline ways of maximising student and teacher learning in higher education. Specific attention will be given to understanding why technology has so far had limited impact on learning, as well as to evidence-based ways in which we can use technology to enhance learning. A major focus relates to the role of leaders to enact greater learning and improve instruction and thus to accountability models for leadership in higher education.

About the Speaker
John Hattie is Deputy Dean of the School of Education, Director of the Melbourne Educational Research Institute at the University of Melbourne, Chair of the Australian Institute of Teaching and School Leaders, co-director of the Science of Learning Research Centre. His areas of interest are measurement models and their application to educational problems, and models of teaching and learning. He has published and presented over 1000 papers, supervised 198 thesis students, and is the author or co-author of 26 books – including 8 on Visible Learning.
 
Professor Michelene Chi

Professor Michelene Chi
Dorothy Bray Endowed Professor of Science and Teaching, Mary Lou Fulton Teachers College Foundation Professor, Arizona State University

Keynote Talk
Title: Implications of ICAP, a Theory of Student Engagement, for Technology-enhanced Practices


ICAP is a domain-general and parsimonious framework that takes the perspective of the learners, and defines four different ways that students can engage with instruction or instructional materials, often referred to as “active learning.” These four ways of engaging can be approximated by students’ overt behaviors, which can be categorized and differentiated into one of four modes: Interactive or collaborative, Constructive or generative, Active or manipulative, and Passive or attentive. In translating ICAP into teacher practices, we found that teachers were very competent in implementing the Active mode. However, they failed to implement the Constructive mode adequately and had no idea how to implement the Interactive mode. I will review common instructional techniques that will elicit Constructive student behaviors and suggest how Interactive instruction should be conveyed. Finally, I will discuss the feasibility and limitations of technology for eliciting the Constructive and the Interactive modes.

About the Speaker
Michelene (Micki) Chi is the Dorothy Bray Endowed Professor in the Mary Lou Fulton Teachers College and a Foundation Professor, at Arizona State University (ASU). Dr. Chi’s work is widely cited (currently over 43,000 citations) and she has received many awards, including two from AERA (the Sylvia Scribner Award in 2013 and the Distinguished Contributions to Research in Education Award in 2016). She has also received the Thorndike Award from the American Psychological Association in 2015. Dr. Chi was elected to the National Academy of Education in 2010, and also to the oldest and most prestigious honorary societies in 2016 –The American Academy of Arts and Sciences.
 
Professor Gráinne Conole

Professor Gráinne Conole
Consultant and Visiting Professor
Dublin City University

Keynote Talk
Title:
Digital literacies and design practices in an age of supercomplexity


Supercomplexity (Barnett, 2000, 2014) can be defined as structures that are comprised of multiple complex systems, which interact and operate at various scales; as a consequence, our very frameworks for understanding and engaging in the world are in dispute such that we, personally and in our institutions, no longer have a clear sense of identity or our responsibilities. It is a state of challengeability and contestation. The presentation will review today’s landscape of digital technologies and use concepts such as supercomplexity to try and explain the patterns of behavior we are seeing as teachers and learners interact in this online space. It will also outline the new digital literacies teachers and learners need to harness the potential of digital technologies and describe a new approach to design which helps teachers rethink their practice and make pedagogically informed decisions that draw in appropriate ways on digital technologies.
References
Barnett, R. (2000), Realizing the university in an age of supercomplexity, Society for Research into Higher Education and Open University Press.
Barnett, R. (2014), The university in an age of supercomplexity: challenges and possibilities, Guest lecture, UNESP, Sao Paulo State University, available online.


About the Speaker
Gráinne Conole is a consultant and visiting professor at Dublin City University. She has worked at the Universities of Bath Spa, Bristol, Leicester, OU and Southampton. Her research interests are on the use of technologies for learning, including Open Educational Resources (OER) and Massive Open Online Courses (MOOCs), new approaches to designing for learning, e-pedagogies, and social media. She has an HEA National Teaching Fellowship and is a Fellow of EDEN and ASCILITE. She has published and presented over 1000 talks, workshops and articles. See http://e4innovation.co.uk for more details.

Panel Speakers

1. Student Panelists
Jeremy Tan Jun Wei National University of Singapore
Helen Choo Nanyang Technological University
Tan Li Ying Singapore Institute of Technology
Ni Qian Singapore Management University
Foo Fang Boon Singapore University of Social Sciences
Koh Kai Wei Singapore University of Technology and Design
2. Faculty Panelists
Susan See Tho National University of Singapore
Rod Bates Nanyang Technological University
Karin Arvit Singapore Institute of Technology
Tan Seow Hon Singapore Management University
Wong Yue Kee Singapore University of Social Sciences
Arlindo Silva Singapore University of Technology and Design